|Z 56 

.C54 
I Copy 1 



CHRISM AN'S 

New Gentury 









Class H 

Book C 

CopyiightN 



COPYRIGHT DEPOSIT. 



THE LIBRARY OF 
CONGRESS, 

Two Copies Received 

JAN 24 1903 

Copyright Entry 

CLASS P~ XXc. No. 

% I 1e> S* 

COPY B. 



NEW CENTURY 
SHORTHAND. 



4*4*4*4*4* 4,4*4,4*4,4, 

A plain, easy, and comprehensive 
method of brief writing, by means 
of which the words of the most 
rapid speakers may be reported 
verbatim. It may also be used for 
correspondence in place of the 
ordinary longhand writing, as its 
perfect legibility makes it readable 
to any one acquainted with the art. 
Especially suited to school-room 
work, taking lessons by mail, or 
self-instruction. 

4% 4* 4*4*4*4*4*4*4,4*4, 



BY 

CLARENCE CHRISMAN. 

•&• «&• •$• 

Copyright, 1902, by Ci^r6nce<JhVisman: 
St. Loui.«. I 

THE CHRISMAN PU^LlSHliS'G CO/ ° L 



JVotice to Authors, Teachers, Critics, Etc. 

Many of the principles of shorthand are common property, and can be 
used by any one. The author of this system, of course, does not claim pro- 
tection on such as these as he has made use of, but he hereby gives notice 
that his copyright protects him on all new principles introduced, and also 
on the arrangement of the lessons and the manner of presenting the subject. 

Honest criticism and comparisons with other systems are invited. It 
must be remembered, however, that fair comparisons are difficult to make, 
on account of the number of things to be taken into consideration. On the 
page headed Exercise on Vowel Indication will be found about 180 com- 
mon English words, and on the opposite page their correct outlines in short- 
hand. Authors or promoters of other systems are invited to write these 
words in their style of writing for the purpose of comparison, or a similar 
number of any other common English words may be selected. Some of the 
articles in shorthand in the back of this book also appear in other text- 
books, thus affording an additional means of comparison. 

Anticipating many inquiries in regard to wherein his system differs from 
others, and why he made the changes, and at the same time wishing to ex- 
press his opinions on other pertinent matters, the author respectfully invites 
a perusal of the following statements: — 

1. Where two strokes are given for one consonant, the first one is pre- 
ferred, for the reason that it usually makes better angles with preceding and 
following strokes. This manner of turning the strokes creates a distinction 
between certain strokes, even if both are written light. Thus f is distinguished 
from v, for the reason that f usually curves to the right, and v to the left. 

2. F and v are inverted in most systems when initial hooks are added. 
In this system they may be turned either to the right or to the left whether 
they have initial hooks or not 

3. The mp in most systems is simply a heavy m; a very bad feature, for 
the reason that shading cannot be depended upon in rapid writing, and it is 
especially difficult to shade horizontal strokes when writing with a pen. The 
mp of this system can easily be shaded, and it readily takes the hooks and 
other appendages. 

4. The ability to write the stroke m either upward or downward will be 
found of great value, especially in such words as mental, advancement, etc., 
and in the phrases to: him and to: me. If any objection is made to the use 
of a heavy upward stroke, attention it called to the fact that 99 persons out of 
100 if left to their own resources will write this stroke upward. If a pencil is 
used, itis just as facile a stroke as the ng; and if a pen is used, it is more readily 
made than the ng. It should be borne in mind, too, that the initial and 
final m hooks obviate the use of the stroke to a great extent. Attention is 
also called to the fact that when writing rapidly, or without shading, the m 
stroke may be written in the direction of r, and thus distinguished from 1. 

5. In most systems the n is turned in several directions, as in the words 
uncfrraip, insult, insurrection '■, instructed, uninstructed, etc., and even then 
fails' of ten to give gocd angles, as for instance in such words, as injured ', 
enrich, 1 etc. In this system it is turned in but two ways, does not resemble 
any other stroke, and always makes good angles. 

** C *, C §1 ' Jn r.ear'y all orher systeirs -"he ing is represented in several different 
wr.ySi usually involving the liftiag of the pencil. In this system it is repre- 



sented by a stroke, and as this stroke can be curved either upward or down- 
ward, it always makes a good angle. 

7. The st and str loops are not used on the beginning of strokes for the 
reason that they are awkward; their use also prevents the proper halving 
of strokes, and often necessitates a change of form in derivatives. The small 
semi-circle for y joined to other strokes is discarded, it being of no practical 
use. The small w hook is used for the reason that it is a more facile stroke 
than the large hook, especially on t and d, and for the further reason that 
strokes bearing this small hook may readily be halved. The sw loop is sub- 
stituted for the various other ways of representing this combination, and it is 
believed that its use will greatly facilitate rapid writing. The m hook is writ- 
ten on the n hook side for the reason that the two sounds are analogous. 
The ler strokes solve a problem that has perplexed stenographers for many 
years. The tive hook is^at last written on the correct side of the strokes, the 
abolition of the large shun hook being the solution of this problem. Notice 
that the tive is analogous. with the sound of v, and should therefore be written 
on the same side. The shun circle solves the problem of adding other strokes 
to this sound, as in the words patiently, affectionate, etc. The tick for con, 
com, etc., solves the problem of representing these sounds, and effectively 
prohibits the making of the outline of the word, and then going back to place 
the dot. The zhe stroke is discarded as being useless. Numerous other 
things have been omitted because of their impracticability. 

8. Especial attention is called to the fact that there are no dots used for 
-vowels or word-signs in this system. Teachers and writers have long been 
aware of the many objections to their use, but no one seemed to suggest a 
remedy. A light dot is hard to see and read, and as paper is seldom free 
from small specks there is always the chance of mistaking one of them for a 
word-sign or vowel. A heavy dot is more difficult to make than a heavy 
dash. A dot that is really heavy cannot be made without extra heavy 
pressure and a twist of the pencil, and all this requires time. 

9. Many authors or publishers of well-known systems would be glad to 
make improvements in them, and would do so were it not for the fact that 
they are committed to a certain way of writing, and to make a change would 
involve the loss of thousands of dollars' worth of engraved plates, printed 
matter, etc. 

10. Long experience in the school-room, where the author was thrown in 
contact with writers of many kinds of systems convinces him that all geometric 
systems of shorthand are good, some being better than others; all "script" 
systems are bad, some being worse than others. The fact that some few 
(very few) persons write script systems well does not prove anything, for some 
are so gifted that they can do good work with very poor tools. And, besides, 
it takes more than one swallow to make a summer. Neither does the fact 
that some persons make a failure with geometric systems prove anything. 
The Creator in his infinite wisdom has seen fit to deal so meagerly with some 
people that we know not what would become of them were it not that this 
same Creator, seemingly repentant of his meagerness, watches over such as 
these along with sailors, children, etc. 

11. The authors of script systems generally make much of the fact that 
their systems are based on the common longhand. This in itself should con- 
demn them, for any schoolboy knows that no clumsier method of expressing 
one's thoughts ever existed than this same longhand. Rather than learn a 

iii 



system founded on the common longhand, it would be better to write simply- 
abbreviated longhand, writing red for received, mk for make, etc. This 
method of writing will be found just as speedy as script systems, and has 
the advantage of being legible. 

12. Occasionally some one condemns geometric shorthand on account of 
its angularity. What shall we think of such a one as this ? For centuries 
shorthand authors have labored to secure a system in which good angles 
predominate, and their books are full of rules for the use of certain strokes 
with that very end in view. Any one with sufficient intelligence to find his 
way to school alone should know that two strokes joining at an acute angle 
are more readily written than two joining at an obtuse angle. The fact is, 
the difficulty of writing them increases at an exact ratio with their obtuseness, 
and decreases at an exact ratio with their acuteness. There may be one or 
two persons in the world who cannot understand this. It is to be hoped, 
however, that there are no more, and that even these few may be taken care of 
by the Creator along with the sailors, etc. 

13. It is a difficult matter to get an honest, competent opinion regarding 
the merits or demerits of shorthand systems. The very persons whom one 
would naturally suppose to be well informed on such matters are often 
utterly at sea themselves, and are either incapable or unwilling to give advice 
that would be worth taking. Nearly all of the shorthand periodicals are 
controlled by the authors or publishers of the particular systems they extol; 
therefore what they say about their own property should be taken with the 
customary grain of salt. The same remark, of course, applies to this system 
and what the author says in favor of it. So, after all, a searcher for the 
right stenographic path will have to depend on his own common sense and 
judgment in making a selection. However, there is a method of comparison 
by which any intelligent person can approximate the relative value of systems. 
It will be furnished by the author on request. 

14. Some of the magazines devoted to shorthand and typewriting are in 
a measure independent, and occasionally express honest opinions about the 
subjects they consider. But inasmuch as most of them derive all their profits 
from the advertising matter they carry, it is seldom that they will express an 
opinion adverse to anything advertised in their columns. To the contrary, 
they frequently enlarge on the merits of something they know to be utterly 
without merit, merely for the sake of having the advertisement continued. 
This, dear reader, should convince you that not everything you see in print 
is worthy of being engraved on the tablets of your memory. 

15. So far as the author is aware, this book is the first to be published 
in which a successful use of photo-engraved shorthand has been made. This 
process, when successful, has the advantage of presenting to the student an 
exact facsimile of correct shorthand, and in addition is free from the stiffness 
that characterizes the ordinary engraved shorthand. Attention is called to 
the progressiveness of the shorthand, it gradually developing into small, 
light, and compact outlines. 

16. In conclusion, the author invites you to consider the following : If 
there were no geometric systems in use, and some one would invent one and 
present it to the public, he would be hailed as the greatest inventor of the 
age, and a benefactor of mankind. To condemn this particular system of 
shorthand is to condemn all geometric systems . Communications addressed to 
the author at St. Louis, Mo,, will reach him. 



The Old Red School. 

« 

When mem'ries fond my heart o'erflow 

Sweet visions softly come and go; 
And dreaming thus of bygone days, 

The scenes of childhood throng. 
The old red school, deep banked with snow, 

Bright boys and girls with cheeks aglow; 
My dear old home where oft I've heard 

My mother's cradle song. 




Not everybody has had the good fortune to attend a country school, and 
many of those who have not are apt to think lightly of it as an institution of 
learning. But it must be remembered that some of the greatest men the 
world ever saw had no other kind of schooling. It is not always the sur- 
roundings that make a man. The quality of greatness must be in the man 
himself; and if it is there, it will come out in spite of unfavorable surround- 
ings. In most of these country schools great stress is laid upon mastering 
the three R's, and by the three R's is meant Reading, 'Riting, and 'Rith- 
metic. A thorough understanding of these subjects is the best possible 
foundation upon which to build the superstructure of life. For it is a self- 
evident fact that any one sufficiently intelligent and industrious to become a 
good English scholar possesses all the qualifications necessary to enable him 
to succeed in whatever he may undertake. 

(Note : The author never attended a country school.) 




BENN PITMAN, 
(At Eighty.) 

Author of American Pitmanic Shorthand and brother of 
Sir Isaac Pitman, the Iaventor of Phonography. 



PREFACE. 



THE system of shorthand presented herein is the result of over twenty 
years' acquaintance with the subject, during which time the author 
studied, wrote, and taught several of the leading shorthand systems. 
For many years he was in charge of the shorthand department of one of 
the largest business colleges in the United States, and successfully taught 
thousands of young people (and some not so young) the art of shorthand. 
Nearly all of these graduates secured good positions as stenographers, and 
many of them developed into teachers and reporters. 

While teaching shorthand, the author made a careful study of the diffi- 
culties encountered by the student, and in the following pages he has en- 
deavored to overcome them by reducing the art to its simplest form, and by 
presenting each principle in such a plain manner as to make it within the 
understanding of all. Lessons proceed from the simple to the more compli- 
cated, each succeeding lesson being in a measure a review of all preceding 
ones. Each principle is not only explained fully and clearly, but is accom- 
panied by numerous examples illustrating its application. 

It has been the author's aim to do away with memorizing as far as pos- 
sible. The subject can be absorbed. The student can learn a few of the 
consonants and vowels at a time by forming them into words, and writing 
the words so formed over and over until he is familiar with them. The word- 
signs may also be absorbed by weaving them into sentences, and rewriting 
such sentences until the hand and mind act in perfect unison. 

It will be observed that in this book the correct outline and position for 
a word are given at the very beginning, so that it will not be necessary at a 
later time to unlearn a certain way of writing a word and write it differently. 
Indeed it is very doubtful if an outline once fixed in the mind can ever be 
entirely forgotten, so it is therefore very important that first impressions 
should be correct. It would be foolish to teach grammar-school children to 
read and write a word in a certain way, and then in the high-school teach 
them another. So why do it in shorthand ? 

In conclusion the author wishes to say that his system is "new" only in 
the sense of now being placed in book form. It has been given the severest 
tests, and nothing has been retained that did not stand them. No ordinary 
person can talk faster than it can be written and it is so legible that it can 
be written on unruled paper, without shading, and still be read; in fact, any 
one thoroughly familiar with it can turn it upside down and read it back- 
wards. And best of all, it is so simple that it can be learned in a few 
months by any fairly well educated person. C. C. : 



CONTENTS. 

The regular lessons begin on page 22 and end on page 85, there being 
20 lessons on principles. The intermediate exercises on word-signs are not 
explanatory of the principles; therefore the 20 principles are explained in 20 
short lessons. All pages preceding and following the regular lessons are 
devoted to helpful tables, articles on shorthand, reading matter in short- 
hand, etc., and should be made use of in the study and preparation of the 
lessons. 



PAGE 

Synopsis 9 

Shorthand 10 

Shorthand Systems 11 

Basis of Shorthand 12 

Illustration of the Geometric Shorthand 

Lines 13 

Method of Study 14 

Lessons by Mail 15 

Method of Teaching: 16-17 

Questions Answered 18-19 

Shorthand Vowel Scheme 20 

Alphabet 21 

Consonants and Second-Place Vowels... 22 
Consonants and Second-Place Vowels — 

Continued 24 

Consonants and First-Place Vowels 25 

Consonants and Third-Place Vowels 27 

Exercise on Analysis of Words 28 

Definitions 29 

Review Questions (1st List) 29 

First-Position Words 30 

Second-Position Words 32 

Third-Position W T ords 34 

Circles and Z 36 

Word-Sigrns, Phrases, and Punctuation 

Marks (1st List) 38 

Loops for St, Zd, and Str 40 

Word-Signs and Contractions (2d List).. 42 

Brief W and Y; W Hook, and Sw Loop.. 44 

Word-Sig-ns, Etc. (3d List) 46 

Review Questions (2d List) 46 

The R Hook 48 

Word-Sig-ns, Etc. (4th List) 50 

The L Hook 52 

Word-Sigrns, Etc. (5th List) 54 

Special Vocalization, Etc 56 

Word-Sig-ns, Etc. (6th List) 58 

The N Hook 60 

Word-Sig-ns, Etc. (7th List) 62 

The F or V Hook 64 

Word-Sig-ns, Etc. (8th List) 66 



PAGE 

The M Hook, Ler Strokes, and Tive 

Hook 68 

Word-Sig-ns, Etc. (9th List) 70 

Review Questions (3d List) 70 

The Shun Hook 72 

Word-Signs, Etc. (10th List) 74 

The Doubling* Principle 76 

Word-Sig-ns, Etc. (11th List) 78 

The Halving: Principle 80 

Word-Sig-ns, Etc. (12th List) 82 

Prefixes and Affixes 84 

Word-Sig-ns, Etc. (13th List] 86 

Vowel Indication, Etc 88-89 

The Table of Appendag-es (Explanation) 89 

Review Questions (4th List) 89 

Exercise on Vowel Indication 90 

Table of Appendag-es 92-93 

Word-Sig-ns (Table) 94 

Outlines and Contractions 96 

Outlines and Contractions— Continued..... 98 

Table of Useful Phrases 100 

Useful Phrases — Continued 102 

The Art of Reading- Shorthand 104 

Selection of Outlines 105 

The Art of Writing- Shorthand 106-107 

Business Letters (In Shorthand) 108-113 

Abbreviating- Principles 114-115 

Examples of Abbreviations, Short- 
cuts, Etc : 116 

Business Letters (Abbreviated Style) 118-136 

The Gift of Character 137 

XIII Corinthians 138 

Concerning- Conversation 139 

Speech of Patrick Henry ........140-141 

Reporting" as a Mental Exercise 142-143 

The Emblem of the Free 144 

The Old Oaken Bucket 145 

Correct Forms for Letters 146 

Additional Writing- Exercises 148-149 

A Parting- Word to Students ,, 150 



SYNOPSIS OF &HE PRINCIPLES. 

The Words given as examples appear opposite in shorthand, 

1. A small initial, final, or medial circle for s or P L / ~^v ; S*v 

z; as in stuffy, advise, offensive ^ ^v S\ 

2. A large initial, final, or medial circle for ses, q^< -=■£> 

sez, zes, or zez; as in system, possesses, y \) 1— n 
existing - 

3. A small final or medial loop for st or -zd; as A^?/\£ y~ 

in unrest, refuse, elastic:...... y ' 

4. A large final or medial loop for str; as in i ^L L 

duster, feasors, disturb [) U\ 

5. A small initial, final or medial semi-circle for ,<- \\j^~ 

brief w; as in witness, pathway, bewail 



6. A small initial or medial reversed hook for ( 

w; as in twist, untwist, q^ota T v ~^ 1 3 -pi 

7. A small initial or medial loop written at ," 

right angles for sw; as in sweeping, swing:, c\ ^ s -^ / '^^i y 
unswaddle x V-n ^\y 

8. A small initial or medial hook for r; as in n^ ex ^-^ 

trying, freeness, injures..... l~^ ^^ g 

9. S or z added to r by joining, and by writing N i, 

the circle within the hook; as in sprinkles, \^^ [' 1 
disgrace, deceiver ^ — ocr 6 *^ 

10. A small initial or medial hook on straight 

strokes, large on curves, for 1; as in \^— j\ ^"n ^-m 
app/iance, f/ying, nove/ties 

11. S or z added to 1 by writing the circle within 

the hook; as in suppleness, visibleness, A^=^ ^ s ^ = ^ < y 
example 




12. A small final or medial hook for n, or joined x^^ 

for ns; as in benign, unreiws, kiwsfolk 

13. A small final or medial hook for f or v; as in 

pu//, repa^es, proven. ... 

14. A large initial, final, or medial hook for m; ( ^ - — =j 

as in wake, unriws, Cawden _ C- ^~^/ [1 

15. A large initial or medial hook for ler, lor, "\ 

lar, etc.; as in learns,, boi/ers, feeler.... C^° CX ^2 

16. A large final or medial hook for tive; as in 
effective, native, nativity - — ^ /^ ■ 



17. A small final or medial curl for shun or 

zhun; as in affection, possessz'o/zs, affec- 
tionate _ 

18. Strokes made double length to add ter, der, 

or ther: as in enterprise, unloaaters, rather 

19. Strokes made half length to add t or d; as in 1 , , 

straightens, uninstructeof, Londoner l^^^^l ' f? — ^ 

20. A small Initial tick or curl for com, con, etc., ^XS 

or by disjoining; as in completeness, con- «/i f <=V^ 

structiveness, una?wmendable ^~~b ^-^ ^ 



— 9- 




SHORTHAND. 



Definition. — Shorthand may be defined as a system of writing suffici- 
ently brief to be written with great rapidity, and sufficiently legible to permit 
its being read promptly and correctly. Shorthand is known under various 
names, such as * 'phonography," " stenography," etc., all of which have 
much the same meaning. We will call it simply "shorthand," and the ordi- 
nary way of writing we will call " longhand." 

Uses. — Shorthand may be used for many purposes, such as corres- 
pondence, keeping a memorandum, reporting speeches, lectures, sermons, 
etc., but its principal use is to take the dictation of business men, and thus 
enable them to talk their letters instead of write them. 

Speed. — For ordinary purposes, you should be able to write at least 100 
w T ords per minute, and to read it without hesitation. For general reporting 
and court work a speed of about 200 words per minute will be necessary. 
The system herein presented will enable you to attain this speed. 

Materials. — Ordinarily you should use a note book which is about 8% 
inches long and 6 inches wide, with leaves opening lengthwise. The lines 
of writing should be about one-half inch apart. You should write from the 
center of the book toward the bottom, and should continue all the way 
through the book on one side of the leaves. When you get to the end of the 
book, turn it over and go back towards the beginning. In writing short- 
hand you should always have a line on which to write, and it will be better 
to avoid writing on a line which is too close to the top or bottom of a page. 
If you use a pencil, you should get a note book in which the paper is slightly 
rough; if you use a pen the smoother the paper the better. Keep your pen- 
cil well sharpened, and press on it lightly, holding it much the same as you 
do when writing longhand. Avoid putting your pencil in your mouth, just 
turn it a little so that the other side of the lead touches the paper, and it 
will write plainly. Use medium pencil, black lead, good quality. 

Education. — While your ability to master shorthand will depend to a 
considerable extent upon your physical expertness, to a still greater extent it 
will depend upon your general education. Almost any one can learn to 
write shorthand. The ability to read your notes, however, will depend 
almost entirely on the knowledge of the language you are using. Therefore, 
when you take up the study of shorthand, if you are a poor speller, know 
little or nothing of punctuation, grammar, rhetoric, arithmetic, penmanship, 
etc., you should devote a considerable portion of your time each day to 
these studies. 

-10- 



Shorthand Systems. 

Every author of a shorthand system naturally thinks his system superior 
to all others, and it really should be at the time of writing it, for the 
experience of others combined with that which he himself has gained should 
enable him to make great improvements. But even though we grant that he 
has evolved a superior system, he will have trouble in convincing others of 
the fact, for the reason that those who understand some system of shorthand 
will be loath to admit that there could possrbly be anything superior to theirs, 
and those who know nothing at all about the subject are, of course, not in a 
position to judge. Thus it will readily be seen that a new system will meet 
with opposition, and the more meritorious it is the stronger will be the 
opposition, especially from those interested in other systems. 

It is amusing to note the claims of superiority set forth by promoters 
of various systems. One thinks that everybody should learn his system because 
it is the ' ' oldest. ' ' Another claims that his system is the shortest in the world , 
and prints tables comparing it with other systems, showing it to be really 
shorter to the eye. But this brevity is secured at an immense sacrifice of 
legibility, and involves the lifting of the pen to make various circles and dashes. 
Another "author" presents a system that everybody should learn because it 
is so ' ' easy. ' ' This particular author revives the old connective vowel scheme, 
the vowels being composed of large and small circles, under which you go bactc 
occasionally to place little dots and dashes. The words in the beginning ol 
the book are so legible and so "easy" that they make a strong appeal to the 
feeble-minded, but when the misguided learners of this system try to make 
practical use of it they will no doubt conclude that the word "easy" has a 
double significance. 

Leaving other systems and authors to shift for themselves, the author of 
this particular system wishes to call your attention to a few of its good points: — 

1. It is based on scientific and time-tested principles. 

2. Its legibility is beyond question, and it takes a middle ground in the 
matter of brevity. 

3. It is logical, there being few exceptions to given rules. 

4. It is especially well adapted to phrasing, the angles being good. 

5. On account of being able to turn the strokes in different ways, it 
possesses great lineality. 

6. It permits almost every word to be written with one movement of 
the pen. 

7. There are no small dots to be confused with specks on the paper. 

8. The book contains an immense amount of engraved shorthand, fully 
illustrating every principle, and furnishing the learner with abundant 
practice matter. 

9. Complete words are taken up at the very beginning, and each lesson 
on principles alternates with a lesson on sentences or business letters. 

10. Word-signs, contractions, and the art of phrasing are taught from 
almost the very beginning of the book. 

11. The lessons are of definite length, and are so arranged that a com- 
plete lesson lies before the student as he opens the book. 



New Century Shorthand. 



"Basis of Shorthand. 

The system of shorthand presented in the following pages is based 
upon the lines of the circle and square, and is therefore geometric. The world 
itself is round, and if you will look about you you will discover that all through 
nature curved lines predominate. There are straight lines also, for though 
the trunk of the towering pine tree of the forest is nearly always round, it is 
at the same time nearly always straight. And also, even though straight, it 
may lean far out of the perpendicular. Therefore this one object may be 
round, straight, and oblique, and withal beautiful. Just so with shorthand: — 
the strokes may be curved, straight, and oblique; and if properly made, 
beautiful. 

Another point to which attention may be called when comparing 
shorthand to the beautiful pine tree of the forest, is this:— In writing 
shorthand, we take some of the strokes and cut them up into little bits, and 
call them vowels. These vowels we place to the left and right and before 
and after the strokes, and when so placed may be likened to the leaves with 
which Nature adorns the trees. When we write shorthand slowly we put in 
all these vowels; these leaves. When we write rapidly we leave (no pun 
intended) them out. When we see a tree with all its leaves, it appears to be a 
more complete and beautiful tree than when it is leafless; and when in leaf we 
can tell better what sort of a tree it is. However, it may be stripped entirely 
of its leaves, and even a child can tell that it is still a tree. In one respect, 
shorthand is very much like this. Strip a shorthand word of its vowels, its 
leaves, and we still recognize it as a word; but, unlike the tree, it is more 
beautiful without its leaves than with them. Not only is it more beautiful, 
but to the experienced writer, it is in one sense more legible, for too many 
vowels in a word only serve to confuse him. He prefers to see the bare out- 
line, and can recognize the word more quickly in this form for the very simple 
reason that he can concentrate his power of analysis on one or two objects 
instead of having to consider many. Or you may liken the operation to that 
of a child, learning to walk. At first he crawls, then he walks a little by 
having some one hold him up, or by using a bench or chair for support; 
finally he starts across the floor without a single support, and after a few 
trials not only can walk but can run; and, being able to run, he scorns the 
props that at first were so essential. 

When shorthand is used for reporting it is often "necessary to write it 
at an exceedingly rapid rate of speed, and when so written, still carrying out 
our comparison of it to the pine tree, not only must the leaves fall, but whole 
branches must go. In some cases the whole tree must go, but be not alarmed, 
these are only small trees, and the wise reporter when he comes to them 
knows just where they should go, and has no difficulty in setting them out 
again, and when he has finished transcribing his notes, lo and behold he has 
row after row of trees allin their proper order; trunks, branches, and leaves, 
all complete. Such is the beauty of geometric shorthand. 

— 12 — 



Illustration of the Geometric Shorthand Lines. 




i— . — \\n// avo(C));;^ 



/sZ? 



% K G P BTDCHJ F F V V TH THt S Z SH NIP L M N N NQ NC R H W Y 

'}A /»A 2^ i/^c 

* 4* £<%■'£,.& 



LlJy <*Js / >^. '^ 

4 8 c A Q O A Q C 



$. Upward Sh **° Mp 'J'Q '^<3 Downward L ^ H^ Q jfi 



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1. In the above modified military target, all but four of the geometric 
shorthand lines are shown. The four not included in the target are placed 
on the side as props, and right good props you will find them. 

2. In the target, the strokes are necessarily of different lengths. Line No. 1 
shows the correct length of the strokes and their proper relation to each other. 
Observe that the r, h, and ware a trifle longer than the other strokes. Line No. 2 
gives the ordinary English letters represented by the shorthand strokes. 

3. Lines Nos. 3, 4, and 5 illustrate the relation of the vowels to the con- 
sonants — 1, 2, and 3 representing the correct position of first, second, and 
third-place vowels coming before consonants; and A, B, and C those coming 
after consonants. This table will be of great value as a reference, and there 
need be no possible excuse for not getting a vowel in its exact position. 

4. At the end of line 5 will be found a k stroke cut into four parts to 
represent the four short vowels, and g cut to represent the long vowels. Two 
others are formed from the two halves of the p stroke. 



— 13 — 



Method of Study. 

1. The instructions accompanying each lesson should be read over 
slowly and thoughtfully, and the examples studied carefully, before any 
attempt is made at reading and writing the lesson. Next, all the words in 
the reading exercise are to be read, at the same time referring back to the 
instructions to ascertain the particular rule under which each word is writ- ' 
ten. When all the shorthand can be read, and the rules governing their 
formation are understood, the next thing to do is to write them in short- 
hand, imitating the copy as closely as possible. After each shorthand word, 
write what it is in longhand, taking care to spell it according to the diction- 
ary, and, if it is a proper name, to capitalize it. Also take care to write 
your longhand very plainly. When you are sure your work is correct, prac- 
tice writing the shorthand words over and over — you can scarcely write 
them too many times — that is, so long as you write them carefully. To 
write them badly is a mere waste of time. 

2. After -mastering the reading exercise, take up the writing exercise, 
and reverse the operation in this — writing the longhand first. Use the 
words of the reading exercise as models, imitating them as closely as possi- 
ble. A frequent reference to the Table of Appendages, and the illustration 
of the military target, showing the exact slope of the strokes, and how the 
vowels are placed before and after them, should be of great help to you. 

3. The accented vowel in a word determines its position; therefore, if 
you are not sure of its accent, consult the dictionary. In trying to read a 
shorthand word, remember that its position indicates the accented vowel. 
If it is in the first position, accent the first first-place vowel. If that does 
not give you the correct word, and it should have two first-place vowels, try 
the accent on the second one. Another way: Write the shorthand letters 
of the word in plain longhand. Suppose the word is defiance, and you 
write it in this manner — d-e-f-i-a-n-s, and you try the accent on the e. That 
will not give you the correct word. Try it on the i, and it will. 

4. Nearly always when you can't read a word, it is because you are 
naming the consonants and vowels in the wrong order. Try them in a differ- 
ent way. Look up the rules. Review a few lessons. You may be tempted 
to say that the book is wrong, that it is a mistake, but the mistakes in this 
book are rare. Some vowels are purposely omitted, occasionally a stroke or 
a vowel is heavy or light, when it should be the opposite, but little things 
like these should not worry you. Many of the outlines in the book will spell 
more than one word, but one will be enough. It will be a good plan to re- 
view after each exercise on review questions, going back each time to the 
place from which you reviewed before. 

5. A good way to test your knowledge of the lessons is to transcribe 
the shorthand into longhand, then transcribe the longhand back into short- 
hand, and compare it with the engraving. This method can be made 
especially useful in the sentences and letters. After you have gone through 
all the principles, you can really educate yourself in correct shorthand writ- 
ing by transcribing the business letters, etc., in the back of the book into 
longhand, and then writing your longhand back into shorthand, and com- 
paring with the engraving. Do this until your work is free from error, and 
you will have a good knowledge of shorthand. 

— 14 — 



Lessons by Mail. 

1. While it is possible to learn shorthand entirely by one's self, it is 
desirable to have the lessons looked over by a competent teacher. This can 
be done by preparing them as herewith directed, and sending them in by mail, 

2. It will be necessary for you to do more memorizing than if you had a 
teacher with you, and you will also have to make more use of the reference 
tables, such as the lists of word-signs and contractions, the Table of Append- 
ages, etc. Also keep a good dictionary close at hand, and be absolutely sure 
about the spelling, meaning, and pronunciation of every word you write. 

3. The first exercise to send in will be the reading exercise in the first 
regular lesson. While you are awaiting its return, prepare the reading and 
writing exercises of the next lesson, and send them in upon the return of the 
first lesson. The following diagram will showyou how to arrange your lessons. 

1 

-sfis — , J — yfOfyu/. , , ^Osur. . . y^z^k . . . A-a^u^. . . . sc^uir 

ff // (SKI PA, LINE) 

/ / / /(SKIPALINE) 

/ f / / (SKIPALINE) 

^ r ^ a— // i 

/ / if (SKIPALINE) 



c. 



(SKIP A LINE) 
Place your name andaddress hcre. 

Rules and Suggestions. 
1. Write lessons on pages taken from a shorthand notebook. 2. Use 
medium black lead-pencil. 3. Number each page at the top. 4. Number 
each new line of the reading and writing exercises as you come to them. 
5. In the reading exercises in the word-sign lessons, just send in the longhand; 
and in the writing exercises just send in the shorthand. 6. Each exercise on 
Review Questions will be considered a lesson — just send in numbered answers. 

7. Don't fail to sign your name and address at the end of your lesson. 

8. Take care not to crowd your work — paper is cheap. 9. After you have 
finished a lesson, look it over carefully, and when you are sure it is free from 
error, look it over again — then send it in. 10. If your work is not neat and 
orderly, write it all over again before sending it in. 11. A circle around 
a longhand word indicates that it is misspelled. 12. Practice writing all 
corrected lessons at least twelve times. 

-15 — 



Method of Teaching. 

1. Every teacher who is really a teacher has his own ideas about giving 
instruction, and it is not the intention of the author to lay down fixed rules 
for teaching, but as briefly as possible he wishes to present his opinions on 
the subject. First of all, be thoroughly acquainted with your book and sys- 
tem; and, second, don't expect the student to comprehend in a few minutes 
what it took you months to learn. Be patient with him, and if he has glaring 
faults, try to correct them without hurting his feelings. 

2. It is far preferable to give individual instruction, letting each student 
be a class unto himself until he gets into dictation. Students should not be 
allowed to talk to each other during class hours, nor should they be allowed 
to help each other. The lessons in the book are about the right length, the 
first lessons and exercises being rather short. Additional exercises to several 
of the first lessons will be found in the back of the book. It is presumed that 
the student will have more trouble with the first few lessons than with the 
following ones; therefore they are short, but if you think he does not 
thoroughly understand them, let him write the additional exercises. 

3. Notice that the shorthand in the first part of the book is heavier than 
tow T ards the end. It was written this way purposely. At first the student's 
mind is so taken up with getting an understanding of the subject that he 
cannot make perfect outlines, and it will be well to let him write a little large 
and heavy, but as he goes along and finds the subject becoming easier, call 
his attention to the fact that he should write smaller and lighter, and toward 
the end of the book insist on his making very small outlines, with very little 
distinction between light and heavy strokes. 

4. After a student has read over the lesson assigned to him, let him 
write the shorthand words, putting one word on each line of his note book, 
close to the left-hand margin, and just after the shorthand word the longhand 
should be written. Correct the lesson, and let him practice each shorthand 
word to the edge of the note book. In the writing exercise, the longhand 
should be written first, and then the shorthand. It should be corrected and 
practiced, each w T ord being spelled phonetically as it is written. In both 
exercises all the vowels should be inserted and practiced. 

5. In the lessons on word-signs and sentences, the sentences are about 
the right length to extend across one line of the note book. In the reading 
exercise let the student write the shorthand at the top of a page of his note- 
book, and just underneath it the longhand transcript, taking as many lines 
as may be necessary for the longhand. Just one sentence should be placed 
on a page, and when corrected it should be written over and over, say twelve 
times, leaving out all the vowels. Of course, it is just the shorthand that is 
to be practiced in this manner, and the student should be instructed to repeat 
each word to himself as he writes it. These instructions apply to the writing 
exercises also, but the operation should be reversed, and the vowels omitted 
altogether. In the lessons on business letters the student should be required 
to write about 20 words on a line at the top of his notebook, and just under- 
neath it, the longhand transcript, the rest of the page being blank. When he 
has written all of the reading exercise in this manner, correct it for him, and 
let him practice the shorthand to the bottom of the page. It will be better, 

— 16 — 



however, to let him finish the letter each time; that is to say, as he writes each 
line let him turn the page for the next line,«and so on to the end of the letter. 
In the writing exercises he should only be required to write the shorthand, one 
line at the top of each page. You should know if he has written the letters 
correctly. After you have corrected his work, let him practice as before. 

6. The above method will cause the student to practice each corrected 
lesson about twelve times. He will thus "learn to do by doing," and you can 
teach him more in this manner than in any other. After your student has 
gone through everything in this book as directed, he should be about ready to 
take slow dictation on familiar matter, but if you are not sure that he under- 
stands the subject thoroughly, let him write letters and miscellaneous matter 
of your selection until there is no longer any doubt about it. It is a good 
plan to give examinations occasionally, requiring the student to make about 
85 per cent before being promoted. 

7. Students should at the very outset be impressed with the fact that 
they are learning principles upon which to write, and that they are not merely 
memorizing words. Generally, insist upon each lesson being thoroughly 
mastered as it is taken up, but if you see it is growing irksome to your pupil 
let him take another lesson or two, and then review. If a student asks you 
a question, or wants to know what a particular word is or how to write it, 
try to get him to think it out for himself by giving him some hint, referring 
him to some particular paragraph or rule where the principle is explained, or 
perhaps to the list of word-signs. In other words, teach him how to help 
himself, but never fail to give him material assistance. If he asks for bread, 
don't give him a stone. 

8. Students are always eager to get into dictation, but it is a bad plan 
to let them try to run before they can walk. If they cannot write words 
slowly and correctly, it is unreasonable to suppose that they can write them 
rapidly and correctly. If they are not intelligent enough to learn the 
principles of shorthand thoroughly, they certainly will not be bright enough 
to read incorrect notes. Probably 95 per cent of the bad stenographers of 
the world are made by rushing into dictation at a too early period. A person 
correctly trained in the theory of shorthand, that is to say, a person who has 
practiced writing correct shorthand outlines over and over as directed in this 
article, can easily write 75 or 80 words a minute the very first day he takes 
dictation. It is merely a matter of changing from writing by sight to writing 
by sound. 

9. A good teacher can make excellent use of the blackboard in giving 
instruction. A letter of 100 words or more should be written thereon every 
day in shorthand, and the advanced students should make correct tran- 
scripts of it. The teacher can also use the blackboard to good advantage 
by writing shorthand thereon before his advanced class, requiring them to 
read it as soon as written. He can also train them in this manner to read 
badly-written shorthand, to read it without shading, and even without lines. 
He can also explain to the whole class the different ways in which shorthand 
can be written, the different degrees of brevity, different manner of phrasing, 
etc. In fact, there is scarcely no end to the uses to which the blackboard 
can be put. With the above suggestions, the author leaves you to your own 
devices, trusting to your good sense and ingenuity to impart to others in an 
acceptable manner the most wonderful art of the centuries — shorthand. 

— 17 — 



Questions Answered. 

Beginner.— None of the strokes that are exactly vertical, like the t or d, 
are ever made upwards; and none that are exactly horizontal, like the k or 
g, are ever made from right to left. In assigning a word to a position, the 
accented vowel determines the position, and if there are several strokes in a 
word, the first upright stroke is placed in the correct position. 

Alice. — Keep your pencil sharp, and you won't have to press on so hard. 
Also try to remember that shorthand writing is a system of writing by sound; 
therefore, if you are writing something from common print into shorthand, 
just imagine some one is saying the words to you . That is to say, you should 
write everything as it would sound if spoken, and not as it appears in print. 

Maud. — It is remarkable how much you can accomplish if you will fix 
upon a regular hour every day for your studies. Constant dripping will wear 
away a stone, and a little study of shorthand every day will surely bring its 
reward. 

Discouraged. — Your teacher should say the vowels for you, exactly as 
they are sounded, and have you repeat them after him; then when you know 
them so that you can say them without looking at the book, he should have 
you repeat them to him at a fair rate of speed. Keep the little sentences con- 
taining the vowels in mind, and you will have no difficulty in repeating them. 
You are right about phrasing a, an, or and. These words do not determine 
the position of the phrase, but accommodate themselves to it. 

A. B. C. — Your characters are very good, butyouseemto spend too much 
time inventing short outlines. Try to remember that outlines that are short 
to the eye are not always short to the hand, and that ease of execution is the 
most important thing to consider. Of course, very long outlines are just as bad 
as those that are too short, therefore you should try to strike a happy medium. 

Student. — When you have prepared a lesson, if your teacher is not at hand 
to correct it, the best thing to do is to go over and over it, until you are sure 
that it contains no error within your ability to detect. If your lesson still 
remains uncorrected, you should put in your time reviewing former lessons. 
It will never be necessary for you to sit and fold your hands, under the im- 
pression that you have nothing to do. 

Clumsy.— In writing shorthand, the pencil should be made to glide 
smoothly from one outline to another, with no perceptible halt between them, 
The habit of giving the hand a little twitch or jerk after each word should 
be carefully avoided. It takes time to do this, and when you are writing 
shorthand rapidly you have no time for superfluous movements. It should 
be remembered, too, that it takes time to move your pencil through space, 
even if you make no marks at all, and therefore there should be very little 
space between your words. 

Worried. — Your suggestion to have all the rules state just exactly the 
opposite of what they mean is a happy one, and no doubt such a scheme 
would work well with many students. In fact the author himself has had 
pupils who insisted on doing everything exactly contrary to the instructions 
given in the text-book. Perhaps it would be a good plan to advise such 
pupils as these to write the shorthand words just the opposite of what they 
consider to be the correct way. Try it. 

-18- 



Justice, — Yes, it is a fact that many shorthand authors avoid putting words 
in their text-books that are difficult to write according to the principles of the 
system. A text-book should present the hard words, for the student can 
readily construct good outlines for the easy ones. It is a great temptation, 
though, to use only such words as will illustrate the beauty of the system, 
and to carefully avoid all words that are difficult of execution, or can not be 
written at all. In the opinion of the writer, it is a rank injustice to the student 
to deceive him in this manner, but it is unquestionably true that nearly all 
shorthand authors are guilty of just such deception. 

Puzzled. — Systems of shorthand having a vast number of word-signs and 
contractions are usualty defective, and the word-signs and contractions are 
invented to cover up the defects. Some systems, in order to be rapid, require 
the abbreviation of almost every word. Such systems burden the mind too 
much, and in new and difficult work become illegible. Systems that require 
the constant lifting of the pencil to complete words are also bad, and should 
be carefully avoided. 

New Teacher. — While it is perhaps not the duty of a shorthand teacher 
to teach spelling, it is better for him to call the attention of the pupil to every 
misspelled word, and have him look it up in the dictionary. A good short- 
hand teacher will not hesitate to impart to his pupils everything he knows 
which will be of value to them in their work, and spelling, grammar, 
geography, etc., are especially useful to them. 

Charlie. — It is always the first upright in a word that takes the position, 
and all the strokes are considered uprights but k, g, n, and ng. It seems odd 
that one should make the mistake you mention, that of putting a first-place 
vowel at the end of a stroke, and third-place vowel at the beginning. It 
strikes the writer that any one should be able to tell the beginning of a stroke 
from the end of it. Perhaps if you will think a little more before placing the 
vowels you will get them all right. Sometimes when two vowels come 
between strokes it is better to separate them, putting one after the first stroke 
and one before the second. 

Walter. — Undoubtedly there are some very poor shorthand teachers, and 
probably the best thing to do when you discover that you have one is to make 
a change at once. No teacher should allow students to "have a good time' , 
during school hours. Strict discipline is the first necessity. Nor should a 
teacher allow himself to get too friendly with his pupils, for if he does he can 
not control them. In regard to using the first or second consonants, when 
two are given for one word, your teacher should insist on your using the 
first ones, unless there is some decided advantage in using the seco&d. Of 
course, if you are writing from dictation, and should use the wrong one, it 
would be a waste of time to correct it. It is impossible to always use the 
very best outlines when writing new matter rapidly, but in reading over your 
dictation it is advisable to study all the outlines with a view to improving them. 

Teacher. — Yes, it is a fact that when a teacher takes up a new system of 
shorthand he is apt to think it defective if his students make mistakes in it. 
He should try to remember that students of his old system made many mis- 
takes, probably more. No system of shorthand will ever be invented that 
will permit of its being written so as to absolutely preclude mistakes. 

— 19 — 



Shorthand VoWel Scheme. 

There are over thirty vowel sounds in the English language, but in short- 
hand we use but sixteen of them, in some cases letting one sign stand for 
several sounds. Thus the heavy vowel for long a is also used to represent 
the sounds of a as heard in the words senate, care, parent, compare, and all 
other similar sounds, no matter by what combination of letters they may be 
represented in the ordinary spelling. 

When in doubt about a vowel sound, refer to this table, and try to find 
a similar sound; then use the sign which represents it. For instance, not 
being sure about the sound of a in the word afloat, refer to the table, and 
you will see that it is similar to the a sound in alike, and should therefore 
be represented by the short a sound. 

In some words (beauty, for instance) the vowel u is very plain, but in 
words like sue it is not so distinct, and therefore may be represented by u 
or oo. This vowel scheme is practical and easy. 



Vowels. 



Similar Vowel Sounds. 



as 



First 

Place 



|o 



1. 

I 2, 
'3. 

k:\i 

loi 



l.-|o 4 

Second /2. lla c 

)8. -ju ' 

4. ije ' 

1. _|a ' 
"| oo ' 



|a inlaw or b, order, k>rd, abh#r. 



Place 



Third 
Place 



I 2, 
'3. 

\4. 

15. 



J oo 

|a 

|ou 



6- *| u 



eat <?vent, create, serene, depend. 

lot has no similar sound. 

pit pity, injury, divinity. 

tie idea, tribunal, diameter, iota. 

toy dipthong; no similar sound. 

foe 0'bey, tobacco, sorrow, propose. 

lay senate, rcare, parent, compare. 

cut h^r, p^rv^rt, furl, bum. 

pet recent, novd, prudent, decency. 

far sofa, data, Topeka, Atlanta. 

COO similar sounds given after u. 

put foot, wool, pull, good. 

cat alike, ask, grass, infant. 

cow dipthong; no similar sound. 

few ^nite, grew, rude, r&mor. 



The student of shorthand is recommended to study the vowels and 
diacritical marks thoroughly, and pay especial attention to the spelling of 
words by sound. It will be necessary to do this in order to write shorthand 
correctly. Make the dictionary your constant companion, and look up the 
spelling, meaning and pronunciation of all words you are in doubt about. 



— 20 - 



Consonants. 

left to 




ALPHABET. 



fe cook 
u 

' gag . 
' pop 
f babe 
' tot 
' deed 
4 church 
' judge 

« fife 
1 valve 
« bath 
' bathe 
f sauce 



Vowels. 



' zones 

• sheepish 

4 imp or fumble 

< lull 

c maim 

4 uoun 
1 inkling 

< rear 

* hardy 
west 
yes 




) brief w 

/" y 



s or z 



NOTE — While learning shorthand it is better to use a pencil, but 
when well advanced, a pen may be used to advantage. At first, it will 
be found difficult to shade the g, ng, and upward m, but if the concave 
side of the pen is turned well to the right, it will be easy enough. When 
a pen is used, the upward m should be made to slope like the r. Ad- 
vanced writers may omit shading almost altogether. 

— 21 — 



New Century Shorthand. 



Consonants and Second=Vlace VoWels. 

1. In shorthand we spell words by sound, paying no attention to the 
ordinary way of spelling, and we also leave out many indistinct or unneces- 
sary sounds. For our first lesson we will take the first eight strokes of tho 
alphabet, and the four second-place vowels. We select these vowels to start 
with for the reason that they are the commonest vowels and the words in 
which they occur are written in the second position, which is the natural or 
normal writing position, and the easiest to understand. 

2. For convenience sake, we will designate the consonants, k, g, p, b, 
t, d, ch, j; and the vowels we will call o, a, u, e, taking care to name them 
by sound. For example, we will pronounce u as we hear it in the word cut, 
and not u as in the word few. 

3. Bear in mind that we are spelling by sound now, and these strokes 
and short dashes represent sounds, not letters. It will help you to remem- 
ber these four vowel sounds if you will fix in your mind the following sen- 
tence : — "No hay cut yet." 

4. The following table will give us a correct idea of these consonants 
and vowels, and their value : — 

i kav leftto sound as cook 

1- Kay right of k ore in COOK Vowels 

2. gay " g " gag 

— ~ as in 

3. \ pe down p " pop r 

4. \ be " b " babe I 1 - -|° ' toe 

5. | te ' « t '/tot Second 1 2 . l|S u lay 

6. | de * d « deed Place J8, -]& " cut 

7. / chay " ch " church (^4. ije 4t pet 

8. /......jay " jorg « judge 

5. By combining these consonants and vowels it is remarkable how 
many words we can write. In reading words in shorthand, we proceed much 
the same way as we do in longhand, that is, we read from left to right, and 
from the top down. Therefore, if a vowel is placed on the left side of a 
consonant it is read before the consonant. If a vowel is placed on the right 
side of a consonant it is read after the consonant. If a vowel is placed above 
a consonant it is read before the consonant. If a vowel is placed below a 
consonant it is read after the consonant. 

— 22-- 



New Century Shorthand. 



Examples of the Rules. 

:L 3 *+- ^ L....:^_._....L...Nl- 

o-t oat; p-a pay; o k oak; g-a gray; t-vi-g tug - ; p-ek peck; t-a-k take; p-o-k poke. 

6. Observe that these second-place vowels are written at the center of 
the stroke, close to it, but not touching it. The o and u are written at right 
angles to the stroke, and the a and e parallel with it. 

7. In writing these words, the consonants are always made first, and 
then the vowels are inserted. If there are several consonants in a word, they 
should all be written with a continuous movement of the pencil, without lift- 
ing it or bringing it to a stop. Of course there will be a slight pause between 
strokes if the direction changes, but it should be very slight. 

8. After all the consonants of a word are written, the vowels should be 
inserted in the order in which they read. Thus in writing the word potato , 
the p and tt should be made without lifting or stopping the pencil, and then 
the first o should be inserted, then the a, and then the last o. 

9. Of these eight consonants, the k and g are made from left to right, 
and the p, b, t, d, ch, and j from the top down. They are never made in 
any other direction. The vowels are made in the same manner; that is, from 
the top down, or from left to right. 

10. As far as possible in shorthand, light strokes are used to represent 
light or short sounds, and heavy strokes to represent heavy or long sounds. 
For instance, k is represented by a light stroke, and g, which is a heavier 
sound, is represented by a heavy stroke. The vowel o has a heavy dash, 
because it is a long sound, and the vowel u has a light dash because it is a 
short sound. Remember this, and it will help you to fix the consonants and 
vowels in your mind. 

11. A common fault with beginners is to make the strokes too large and 
too heavy. Do not try to make too great a distinction between the light and 
heavy strokes, and never retrace the heavy ones to make them heavier. 
Make them with one movement of the pencil, and let them alone. 

12. You may now read and copy the words in the following exercise, 
writing each word in shorthand, just as it is here, and immediately after it 
write it in longhand, spelling it according to the dictionary. {over) 

— 23 — 



New Century Shorthand. 



Reading Exercise. 

V — Xf-I Y I- I- !• A.M.. 



.\j- V- L-_ — /^y L-) ~y ¥.■:■*- ;7 

13. Note that in the above words the first upright stroke rests on the 
line of writing ; and that when the vowels come between two strokes, the 
long ones, o and a, are placed just after the first stroke, and the short ones, 
u and e, are placed before the second. This will be explained more fully in 
the next lesson. 

Consonants and Second=Place VoW els— Continued. 

1. Now that we have learned to read some words in shorthand, we will 
see what we can do at writing them. Read the instructions given in the 
preceding lesson again, so that you can apply them to this lesson. Sharpen 
your pencil well, and resolve that you will write smaller and do neater work 
this time. 

2. In the second position, words are written on the line of writing; the 
vertical strokes just touching the line. The horizontal strokes, such as k 
and g, rest on the line, or may be written slightly above it. If a word con- 
tains a vertical stroke, this vertical stroke must be given the position, the 
bottom of it just touching the line. For convenience sake, we classify all 
strokes as vertical unless they are horizontal; that is to say, all strokes are 
considered vertical unless they are written in the direction of k or g. If a 
word contains more than one vertical stroke, the first vertical stroke takes 
the position, no matter whether it comes at the beginning, middle, or end, 
of a word. 

3. Before writing a word, think about the outline and determine 
whether or not it has a vertical stroke; and if it has, resolve that you will 
place that vertical stroke in position in spite of everything. Also resolve 
that you will complete the whole outline without lifting your pencil. Before 
writing a word in your book, it is well to trace a faint outline of it on a 
piece of scrap paper, and thus be pretty sure you have the correct outline. 
This will save you the trouble of erasing it, and will help break you of the 
"eraser habit," which is a very bad habit. 

— 24 — 



New Century Shorthand. 



4. After you have written all the consonants of a word, you next insert 
the vowels. In the second position, when vowels come between two strokes 
the long ones, o and a are placed just after the first stroke ; and the short 
ones, u and e, are placed before the second stroke. This will enable us to 
read a word correctly, even though we fail to make a vowel exactly right. 
Thus, should we write the word take, and make the a vowel light, we would 
still know it was take, for the reason that if we intended to write tuck, we 
would have placed the vowel before the k, instead of after the t. 

5. When placing your light vowels between strokes, look over your out- 
line carefully, and determine which stroke is the second one, and be sure to 
get it before the stroke and not after it. For instance, in the word bub, you 
will wish to place the u before the second b; therefore take care to put it on 
the left side, and not on the right side, for in the latter case it would be 
after the second stroke. 

6. You may now write the words in the following exercise. 

Writing Exercise. 
Oak, go, ape, pay, dough, owed, cup, cope, ache, age, joke, bug, tuck, 
coke, chuck, tub, cocoa, tape, choke, pope, keg, oat, toe, ate, day, bay, jay, 
doe, obey, page, gauge, up, pup, touch, bub, babe, potato. 

Consonants and FirsUVlace VoWels. 

1. There are six first-place vowels, and they are always written at the 
beginning of strokes. The beginning of a stroke is where you place your 
pencil when you start to make it.. Therefore, with strokes made from the 
bottom up, the beginning is at the bottom. The first-place vowels occur in 
regular order in the following sentence: "Law fees rob millions, my boy.'* 
Repeat this a few times, and it will impress the vowels on your mind. 

2. You may now study the following table, and imitate the vowels as 
Vowels. closely as possible, writing them beside "t" strokes 

until you are familiar with them. 

Observe that these vowels are written at the very 
beginning of the stroke, close to it but not touching 
it. The points of the i and oi should be sharp, but 
in making them the pencil should not be lifted until 
the vowel is complete. Begin on the left side of the 
i; go down, then up. Begin on the left side of the 
oi; go up, then down. {over) 



— 25 — 











as 




(\. 




a 


in law 




12. 


i 


e 


" eat 


First 


/3. 


— 





11 lot 


Place 


U. 


i 


i 


" pit 




#5. 


' 


i 


14 tie 




1 6. 


A 


oi 


" toy 



New Century Shorthand. 



3. The words in the first position are written above the line, so as to 
distinguish them from those of the second position, which are written on the 
line. In shorthand writing, we finally leave out almost all the vowels; there- 
fore it is necessary to make some distinction between words ; otherwise too 
many of them would look alike. This we accomplish by writing some above 
the line, some on the line, and some through or below the line. Thus a"p" 
stroke in the first position would spell pie, even with the vowel left out; but 
it would not spell pay because pay would be written in the second position. 

4. First-position outlines are written one-half space above the line for 
verticals, and a whole space for horizontals. By a " space" is meant the 
length of a stroke, a "t" stroke for instance. If a word is composed entirely 
of horizontal strokes, they are all placed above, the same as though 
there were only one. If a word contains horizontals and verticals, the verti- 
cals determine the position, the first one being half a space above the line. 

5. When first-place vowels come between two strokes, they are written 
just after the first stroke, in order to keep them out of the angle. Thus in 
the word keep you place the e at the beginning of the k, and just below it. 



Examples of the Rules. 

\ '.->■' - 



■^■A > 



p-a paw; k-e key; ch-a chaw; e-k eke; k-6-p-i copy; t-I-p type; p-i-t-i pity; k-i-k kick. 

Reading Exercise. 

Writing Exercise. 

By> guy> caw, cob, tip, dip, dock, pip, tick, keep, kitty, peak, pig, 
peach, teach, calk, talk, balk, Dick, chick, pike, pique, gawk, cog, dog, dig, 
big, gaudy, gawky, deep. 



-26- 



New Century Shorthand. 



Consonants and Third=*Place VoWels. 

1. There are six third-place vowels, and they are always written at the 
end of some stroke. The end of a stroke is where your pencil stops in mak- 
ing it, and therefore if a stroke is commenced at the bottom, the end of it 
will be at the top. These vowels will be found in their regular order in the 
following sentence: "Ah, who hooked that trout— you?" 

2. You may now practice making the vowels in the following table, 
according to previous instructions. 

It may occur to you that this first vowel is simi- 
lar to the first vowel in the first-place vowels, but it 
is quite different. If they were the same, the words 
mortar and martyr would rhyme with each other, 
but they do not. Neither is this first vowel like the 
third vowel of the first-place vowels, for that vowel 
is very short and light, while this vowel is long and 
full. It will be well for you to consult a good 
dictionary about the vowel sounds, and try to train 
your ear so that you can distinguish between them 
readily and accurately. 

3. Words in the third position are written as follows: The vertical 
strokes go through the line, one-half being above and one-half below, and 
the horizontals go just below the line, close to it, but not touching it. 

4. Words containing vowels of different positions are put in the posi- 
tion of the accented vowel. Remember, it is not the first vowel that takes 
the position, but the accented one. Thus, the word decay would be written 
in the second position because the accent comes on the a. If it is hard for 
you to determine which vowel in a word has the accent, try placing the 
accent on each vowel, beginning with the first, until you make up your 
mind which one has the accent, and then consult your dictionary to see if 
you are right. By doing this a good many times, you will finally get so you 
can determine the accent readily. 

5. When third-place vowels come between strokes, we place them at 
the end and before the second stroke, so as to keep them out of the angle. 
Thus, in the word pack we will place the a at the end of the k, and not at 
the end of the p. [over) 

— 21 — 







as m 




/l. 


|a " far 




12. 


Job " coo 


Third 


Jo. 


J do " put 


Place 


Y- 


,|a " cat 




fo. 


lou " cow 




K 6. 


Ju " few 



New Century Shorthand. 



Examples of the Rules 



r-j v 



p-a 
t>a; 



k-oo p-a-k p-a-t-i b-u-t-i 
coo; pack; patty; beauty; 



B-o-g-o-t-a 
Bogota; 



t-i-k-t-a-k 
ticktack. 



Take care to pronounce^ (meaning father) so that it will rhyme with 
the last syllable in Bogota. 



Reading Exercise. 






-7.7. 



Writing Exercise. 

Bah, back, jag, gag, catch, cabby, pouch, couch, batch, badge, poop, 
dupe, aback, tactic, Abba, attack, coop, cooky, add, cap, baggy, bough, 
gap, chap, tap. 

Exercise on Analysis of Words. 

In order to test your knowledge of sounds, write the following words in 
this manner; peeping p-e-p-i-ng (1), the figure indicating the position it 
would occupy if written in shorthand. Write the words in longhand, not 

shorthand. 



peeping 


rough 


evolve 


brawny 


recess 


emboss 


eloping 


dough 


deter 


acclaim 


plough 


embank 


pouting 


fellow 


drowsy 


liquid 


appeal 


chance 


period 


would 


judge 


applause 


equally 


empire 


advise 


manage 


crayon 


should 


butcher 


window 


decamp 


official 


utterly 


inflate 


banker 


afraid 


retreat 


depend 


yellow 


penetrate 


creator 


occurred 


marching 


inventor 


violent 


pendulum 


screech 


append 


defray 


walnut 


fiddle 


basket 


acorn 


appear 


inflict 


prepare 


about 


aroma 


romance 


failed 



Note. — It is not a bad idea when trying to make out words written in 
shorthand, to analyze them as you did the above words. That is to say, 
write the sounds out in longhand letters. They will be more suggestive to 
you than the shorthand letters; and if you divide them into correct syllables 
and put the accent on the right syllable, you will be sure to get the word. 



— 28 — 



New Century Shorthand. 



Definitions. 

In order to understand clearly the meaning of the different terms used in 
shorthand, the following reference table will be of great value. 

1. Consonant. Any sign representing sounds other than vowels. 

2. Character. Any shorthand sign or stroke. Thus, the shorthand 
characters for the word harness are certain strokes, dashes, and circles, which 
in longhand would be called h-a-r-n-e-s-s. 

3. Contraction. Generally an outline from which one or more conson- 
ants have been omitted, used to represent words slightly less frequent than 
those represented by word-signs. 

4. Dash. A short light or heavy line used to represent a vowel. 

5. Horizontals. The strokes, k, g, n, and ng. 

6. Outline. The shorthand characters of a word minus the vowels. 
Thus, t-p-k is the outline for topic. 

7. Phrase. A combination of several words written without lifting the pencil. 

8. Space. The length of any of the consonant strokes, such as t, d, etc. 
. 9. Stem. A stroke of any length. 

10. Stroke. Any full length consonant, such as k, g, etc. Say, 3-16 of 
an inch in length. 

11. Upright. Same as vertical. Any stroke other than k, g, n, ng. 

12. Vertical. Same as upright. Any stroke other than k, g, n, ng, 

13. Vowels. For the sake of convenience, we designate dipthongs, 
vowels, etc., as vowels. 

14. Word-sign. A vowel or an abbreviated outline, perhaps written out 
of its correct position, used to represent a very frequent word. 

TK.eVieW Questions. 

1. How are words spelled in shorthand ? 2. How many second-place 
vowels are there? 3. At what part of the stroke are they written? 4. Why 
do we call them second-place vowels? 5. Give the sentence in which they 
occur? 6. Say them in their regular order. 7. Do shorthand characters 
represent letters or sounds? 8. How are vowels placed when we wish to read 
them before or after upright or horizontal strokes? 9. In writing a word, 
which should be made first, the consonants or the vowels? 10. What deter- 
mines the position of a word? 11. Where are second-position words written? 
12. Where are second-place vowels written when they come between two 
consonants? 13. Which stroke in a word is placed in the correct position? 
14. Tell what you know about the first position, and explain the difference 
between it and the second and third. 15. Do the same with the third 
position, and explain the difference between it and the first and second. 16. 
If there is anything about the lessons so far that you do not thoroughly un- 
derstand, now is the time to ask for an explanation. These three positions 
and the vowels contained in them are the foundation on which we are going 
to build our shorthand structure, and we should see that it is a good solid one. 

— 29 — 



New Century Shorthand. 



First=Position Words. 

The rules given in this and the following lessons are not to be memorized, 
but simply read over carefully, and then used as a reference. 

1. We will now take up the first, second, and third positions in their 
regular order, and introduce eight curved consonants, which we will desig- 
nate as f, v, th, the, s, z, sh, and mp. 

2. Be careful in making these strokes to curve them about like those 
shown here and make the heavy ones heavy in Vhq centre, and not at the ends. 

as in 

9.^oiV_ ef down f "fife 

10 - ^or"^ ve " v " valve 

11. ( ith « th " bath 

12. ( ......the " th " bathe 

13. ) es " s " sauce 

14. \ ze " z " zones 

15. i ish "orup sh '- sheepish 

16. J emp a u " mp or mb " imp or fumble 

3. There are two strokes for f and two for v. We will generally use 
the first ones shown, and when we wish to speak of these we will simply 
call them f and v. When we wish to indicate the second ones, we will call 
them 2nd f and 2nd v. This rule will apply in all cases where there are two 
strokes for one consonant. 

4. In shorthand, it is of great importance to secure good angles at the 
joining of strokes. Therefore we will use 2nd f before t, d, ch, j> th, and 
the, and after k, g, m, second n, ing, r, h, and w, and in any other case 
where better angles would result. 

5. Ordinarily we will use v, but in order to secure good angles we will 
use 2nd v before k, g, and r; and after ch, j, and y, or in any other case 
where better angles would result. 

6. The sh and mp we will always make downward when standing 
alone; but when joined to other strokes, they may be made in the most con- 
venient direction. In reading these two strokes, it is always necessary to 
know in which direction they are made; therefore we will make it a rule 
never to make them upward unless they are joined to some other character 
in such a way as to leave no doubt as to their direction. 

7. A good way to learn the correct use of the strokes is to study the 
examples given in the reading exercises. Observe closely and think, and 
when you do the writing exercises try to profit by your observation. In other 
words, it should not be necessary to tell you everything, although the rules 
here given are very full — there are many things you can see for yourself, if 
you will just keep your eyes open. 

— 30 — 



Reading Exercise. 

1 * :„.:«; - *.- * 

2 4..^.^.. L .^.<:4.V:..^:. r rr.. r r: 

Writing Exercise. - 

Write the following words in longhand and then in shorthand, 
using the words given in the above exercise as examples. 

1. Tea, paw, coy, each, eat, odd, tip, cheap, peach, botch, jig, 

2. Fido, fog, thigh, fish, tie, sheep, job, shop, eve, copy, fop, 

3. Eyes, icy, saw, body, jockey, keep, oddity, sheepish, offish, 

4. Chock, chop, dodge, pithy, foppish, cocked, shoddy, guide, 

5. Easy, dizzy, peeped, busy, defy, fishy, itchy, pock, Bob, 

6. Kitty, deify, piped, kicked, chick, coffee, shoddy, popped. 

— 31 — 



New Century Shorthand. 



Seconds osition Words. 

1. We will now take up the second position, and bring in eight mixed 
strokes, 1, m, n, ng, r, h, w, and y, the last of the alphabet. We will also, 
by way of contrast, introduce words of the first position. 

17.^ e i upord. 1 as in lull 

ia / t , te « Observe that the r, h, and 

10 ' ' em m maim w are a trifle longer than 

19. ^Nor^ en 1. to r. n <* noun the other letters, and that 
on : tc «„ ,, .,,,.„ they slope more. The r can 

20. wording « ng -inkling al £ ay £ be distillgu i sh ed 

21./^ ar up r i( rear from the ch by reason of the 

S difference in length and 

22./ hay " h u hardy slant, and because r is al- 

23 / way " w " west Y 7 ^ made upward, and ch 

o 1S always made downward. 

24./ yay down y " yes 

2. The strokes 1 and m should always be made upward when standing 
alone, but when joined to other characters they may be made in the most 
convenient direction. It is necessary to know in which way they are written, 
so that when we go to read them we can tell at which end to start. 

3. In words beginning with a vowel and followed by 1 or m, the 1 or m 
should be made downward before k, g, f, 2nd v, m, n, ng, or 2nd ng. Thus, 
in such words as alike, alive, alum, along ^ etc., use downward 1; and in 
words like amuck, among, etc., use downward m. In regard to ng, this rule 
will not necessarily apply if ng is part of a verb, as in ailing, aiming, etc. 

4. The stroke 1 should be made downward after k, g, 2nd f, v, th, the, 
2nd n, ng, r, h, or w, unless it is followed by a vowel, in which case it 
should be made upward after all these strokes except 2nd n and ng. 

5. The stroke m should be made downward after 2nd f, v, th, the, 2nd 
n, ng, 1, or m. When m is followed by a vowel, it should be made upward 
after k, g, v, 1, m, r, or h. 

6. In regard to n and 2nd n, the first one shown can be used before all 
the strokes except p and b; but in order to secure good angles it will be bet- 
ter to use 2nd n before p, b, t, d, 2nd f , v, s, z, sh, mp, downward 1, downward 
m, or h; and after v, r, h, or w. This rule applies principally when the 
stroke n is used at the beginning or end of a word. In the middle of an 
outline either one may be used, but it will generally be better to accommodate 
the n to the stroke which precedes it rather than to the one which follows it. 

7. The first ng shown should be used ordinarily, but 2nd ng should be 
used after p, b, t, d, ch, j, f, 2ndv, th, the, ory. It may also be used in any 
other case, either before or after strokes where better angles would be secured .J 

8. In making the w and y, start the circle just where it joins the stroke, 
and turn it from right to left, in the direction of the hands of a clock. 

9. Indistinct or obscure sounds may be omitted. Thus, the word 
tongue may be spelled t-u-ng; rung, r-u-ng. 

10. If no vowel is written before the ng, the short i is understood. Thus, 
ng-k in the first position wilt spell ink. 



-32- 




Reading Exercise. 

.^...\..^.-C..^..I-^..)-/vA.A.ZL.... 

^..r^./f. 

Writing Exercise. 

Take care to place all second-place vowels at the center of some 
stroke, the light ones before the second stroke ; and all first-place 
vowels at the beginning of some stroke. 

1. So, Coe, Poe, beau, dough, etch, edge, jay, age, fay, they, 

2. Say, lay, owes, shay, no, know, ray, rainy, Duffy, Kelly, fake, 

3. Lake, jetty, bellowing, pony, penny, berth, dummy, chunk, 

4. Coping, caking, foaming, rowing, etching, saying, haying 

5. Name, numb, knave, shave, lumping, heavily, mailing. 



— 33 — 



New Century Shorthand. 



Third=Vosition Words. 

1. Once more we come to the third position; and this time, by way of 
contrast, we will introduce words containing vowels of all three positions. 
Let us try now to get a clear idea of what we are doing. 

2. Concerning the three positions, it must be remembered that the sec- 
ond is the natural or normal position, and that we write some words in the 
first and some in the third in order to tell them from those of the second 
when vowels are omitted. However, it will not always be necessary to dis- 
tinguish words in this way, for the reason that there are many words, especi- 
ally those of long and distinct outline, that may safely be written in the 
second position regardless of their accented vowel. Take for instance a 
word like notoriety. Although the accent comes on the i, it will not be 
necessary to write it in the first position, because it has such a long outline 
and is so different from any other word that we do not need the aid of posi- 
tion to enable us to read it. It should now be clear to you that it is only 
necessary to write words in the first and third positions when such words 
might be misread if placed on the line. 

3. Get it fixed in your mind that it is not the first vowel in a word that 
determines its position, but the accented vowel. Also that it is not the first 
stroke in an outline which is placed according to the rule of position, but the 
first upright. Look over the alphabet and you will discover that all the 
strokes are uprights except k, g, n, and ng. Observe carefully the examples 
given in the reading exercise, and you will see that the first upright stroke 
takes the position wmether it comes at the beginning, middle, or end of an 
outline. Thus, in the word type the t is written one-half its own length 
above the line; in the word kitty the t is a half stroke above the line, which 
throws the k a stroke and a half above the line; in the word keeping the p 
takes the position. The same rule applies to words of the second and third 
positions. In the second position the first upright always rests on the line, 
and in the third position it always goes through the line. 

4. There are three things to determine when writing a word in short- 
hand. First, the position ; second, the outline ; third, where to place the 
vowel or vowels. As a beginner, of course you will do these things very 
slowly, but after you are better acquainted with the subject you can do them 
more readily; and when you get to writing from dictation and omitting vowels, 
you will find it an easy matter to think of the position and the correct outline. 

5. By following the rules given in regard to the use of certain strokes 
you will be able to read your notes more readily when vowels are omitted. 
Keep in view all the time the fact that you are finally to read your notes 
without vowels, and therefore advantage must be taken of every scheme to 
indicate the location of the vowels. For instance the use of downward 1 
before k will indicate to you clearly that a vowel precedes the 1, otherwise 
you would have written the 1 upward. 

— 34 — 



,.A:x: 



Reading Exercise. 




Writing Exercise. 

Pay close attention to the rules of position, placing of vowels, and 
use of strokes. 

1. Tick, tuck, tack, coy, egg, ague, gag, tip, chubby, chap, 

2. Reaping, roping, wrapping, ink, nape, nap, tattoo, tallyho, 

3. Attain, assign, achieve, ratify, lifelong, doily, folk, rule, 

4. Unruly, roil, roily, palliate, merino, defying, wooing, awoke, 

5. Ahead, aloof, lodging, latching, match, along, recheck, redeem, 

6. Fag, lookout, abed, Abbott, abiding, cupola, tallow, newly. 



— 35 — 



Circle S and Z. 

1. The frequent sounds of s and z are represented by a small circle, 
written at the beginning, middle, or end of a stroke, and made with a con- 
tinuous movement of the pencil. 

2. On straight strokes, the circle is always turned in the opposite direc- 
tion of the hands of a clock. On curves and between strokes it accommo- 
dates itself to the direction of the strokes. 

3. The following rules for turning the circle will be found helpful: 
1st. On the right side of p, b, t, d, ch, j and y. 2nd. On the upper side 
of k, g, r, h, and w. 3rd. On the inside of all curves. 4th. Between two 
straight strokes joining at an angle, outside the angle. 5th. Between a 
straight stroke and a curve, inside the curve. 

4. In this and in following lessons, the student may refer to Table of 
Appendages for correct joining of circles, etc., to the various strokes. 

5. At the beginning of a stroke, the circle represents the sound of s 
only; in the middle or at the end, it may represent the sound of s or z. 

6. Vowels cannot be read before the initial circle or after the final 
circle. Therefore if a circle begins an outline, commence with the circle 
and then go to the vowels. At the end of an outline, the circle is always 
read last. Remember these rules, and don't waste your time trying to read 
a vowel before the initial circle or after the final circle. 

7. The circle may be doubled in size to add another sound of s or z, 
and still another s or z sound may be added by turning a small circle within 
the large one. The circle thus enlarged represents the sounds of sez, zez, 
ses, or zes. Take care to make these circles considerably larger than the 
small ones, so that you can tell them apart readily. The rules for the small 
circle apply also to the large circle. 

8. No vowel can be placed within the small circle, but,, the large one 
can be vocalized, the vowel reading between the two sounds of s or z. Vowels 
may be written out of their regular position in order to have them read in- 
side the circle. Thus in the word exercise ', the I vowel may be written where 
third-place vowels usually go in order that it may read between the s and z. 
If no vowel is written within the circle the sound of e is understood, as in 
the word recess. ExAMPLES OF the Rules. 

Yes; woes; cities; case; sales; desk; reason; recess; recesses; exercise. 

9. The use of the circle modifies to some extent the rules for joining 
certain strokes. For instance, 2nd n is generally used after r, in order to 
make an angle between the strokes; but this is not necessary when the circle 
comes between, as in the word reason. A certain rule says to write the 
second-place light vowels before the second stroke where they come between 
strokes, but in a word like desk it is necessary to write the e* after the d, in 
order to have it read before the s. 

10. You will have no trouble in reading the words of the exercise unless 
you try to read them backward. Remember that some strokes begin at the 
bottom, and therefore you should start at the bottom to read them, and keep 
in mind that vowels placed above or to the left of strokes read before the 
strokes. 

— 36 — 






Writing Exercise. 

Make the complete outline of a word before lifting the pencil ; 
then insert vowels in the order in which they read, beginning with the 
first. 

1. Sty, sight, seek, skies, piece, rays, chase, dose, does, vice, 

2. Ties, mice, nice, hues, goes, pies, psalm, slays, disk, gossip, 

3. Resides, deciding, dozens, cousins, reasons, hasten, passive, 

4. Losing, refusing, lessons, senselessness, sooner, saner, signer, 

5. Unloosen, lawlessness, allowance, possess, possesses, discusses, 

6. Suspire, system, exercising, unexercised, abuses, reduces. 



— 37 — 



Word=Signs, Phrases, and Punctuation Marias. 

1. Very frequent words are represented by short signs, usually a vowel 
or one or more consonants of a word, called " word-signs.' ' As an example, 
the word-sign for a, an, or and is the short a vowel, resting on the line of 
writing. Write and pronounce the word-signs dozens of times. 

2. Many words go together naturally and easily; such words we write 
with one movement of the pencil, and call " phrases.' ' 

3. The punctuation marks given below are all that are necessary when 
taking dictation. When corresponding in shorthand, use the ordinary long- 
hand marks for those not shown here, except the underscore, which should 
be made with a wavy line. Making two little marks under a shorthand word 
indicates that it should begin with a capital, but it is only necessary to do 
this in doubtful cases. Ordinarily, we know when to capitalize. 

WORD-S.CWS:. ... ^r.e..l.. - ^..^\ .^.*..1../...V '....y ..A ... 

. ./T.aim a ARE AS 00 CWE F0R IH ls IT MUCM or oa(v) 'qu^ should 

f may(v) a a J has c»vem his HOuRk co) 



.( 



... n. .\ .../.. . ^..Phrases: v-y > 

THINK THE TO T^8E WHICH YOU OF:THE /iN-WHlCH TOTHfc OR*. THE, 



v . . .~. . . . Punctuation Marks: . / . . . . / /.... .... 

■YOU.SHOULO /PCRiOO / PAAACRAPM / QWCSTION fAA^K 

^Exclamation J b PARtMTHESES. ^Capital. ^ Hyphen, x Oasm L ETCeTERA,ETc > &e. 

4. The plurals of word-signs are usually formed by adding the circle s; 
and ing t by adding the ng stroke. Word-signs composed of a consonant 
are written in the usual direction of that consonant. Thus the word-sign 
for are is written upward, and the word-sign for which is written downward. 
The vowel word-signs, such as of and to, are made downward, with the 
exception of or and should, which are always made upward. It is important 
to remember this. Take care not to make them too long. 

5. The first word of a phrase usually takes the position, as in the 
phrase fo; do, but this is not always the case. For instance, in phrasing and: 
do, it is better to let the word do rest on the line, and join the and to it. 

6. The word-sign for a, an, or and when standing alone must always 
be written on the line in the direction of t; but in phrasing, it may be placed 
at the beginning or end of a word and written in the direction of t or k. 

7. The word-sign for the when standing alone must always be written 
above the line in the direction of t. In phrasing, it is written only at the 
end of words, and should be joined at a sharp angle, in the direction of p, 
eh, or r. Make the the very short, about -rVpf an inch in length. 

8. Many word-signs may be inverted or reversed in phrasing if by so 
doing better angles are secured, as in the phrase in: which. 

9. The sound of h may be omitted in common words like health and 
help, and in all other cases where its omission will not impair legibility. 

10. Finish each word or phrase, pronouncing the word as you insert the 
vowels, before proceeding to the next word or phrase. Think as you work. 

— 38 — 



Treading Exercise. 



x 




L- 



rs^ ( 




l^.y^.., ,u..'.vi.. v 

c../... |1 -./*^.r..'!..fe:,r.M 



■/■ 



Pi 




Writing Exercise. 

In this and following exercises on word signs, phrase all words 
having colons between them; omit all vowels, and use only shorthand 
punctuation marks. 

1. You: should think right if: you desire to: do right. 2. Un- 
readiness to: do tasks may cause you much loss in: life. 3. Givesome 
time each day to: thinking, and some to toiling. 4. Money is: of 
some use to: you in: the days of failing health. 5. If: you help 
somebody to: do right, somebody else may help: you. 6. If: you: 
are healthy, you should: be thinking and toiling each day. 7. 
Thinking alone should: be of some help to: you, if: you think right. 
8. If: you desire to: be wise, you: should think much each day: and hour. 



— 39 — 



Loops for St Zd, and Str. 

1. A small final loop is used to represent the sound of st orzd. It may 
also be used in the middle of an outline if the stroke following it does not 
cut through the stroke to which it is joined. Thus it may be used in a word 
like adjusted ', but not in a word like basted. 

2. The st loop is written on the same side of the strokes as the circle s. 
See rules for circle s in previous lesson. 

3. No vowel can be read within the loop or after it. If the sound of 
st or zd is followed by a vowel, the stroke must be used, as m pasty. 

4. The circle s may be added to the st by turning it on the outside of 
the loop. 

5. The sound of r may be added to the st loop by making it considerably 
larger, it being then called the str loop. The rules for the str loop are the 
same as those for the st as given above, except that a vowel maybe sounded 
within the str loop when it comes between strokes, but not written within it. 

6. The st loop should be made short and flat ; the str loop should be 
made large and full, so that it can readily be distinguished from the st. 

Examples of the Rules. 

.A ^....4......,^ J> ^......k^.... ' i 

Paste; fused; justify; pasty; jests; bolsters; disturbing:. 

7. You are now far enough along to begin to realize that shorthand is 
not such a hard thing after all. Make up your mind now to do good, neat 
work. Keep your pencil sharp, and write both your shorthand and long- 
hand very small, and see that the lines are distinct and clear cut. After 
writing a page, look on the other side of it and see if your pencil has left an 
impression. If so, you are pressing entirely too hard. 

8. In the previous lessons in this book considerable distinction was 
made between the light and heavy strokes, so that you could be sure to read 
them. Now that you are getting more familiar with them it will not be 
necessary to make so much distinction, and hereafter there may be only a 
slight difference. You should early accustom yourself to writing with a 
light, sketching movement, curving the fingers well so that you can move 
them in any direction with ease. Grasp the pencil very lightly, letting the 
hand slide along on your finger nails as you write; and try to go all the way 
across the page without shifting the position of the arm. 

9. A good habit to acquire now will be the "dictionary habit. " Get 
acquainted with it; make it your constant companion. If in this book, 
either in the instructions or in the lessons, there are any words you do not 
thoroughly understand, look them up as you come to them. Study their 
meaning and pronunciation well. Keep in mind the fact that shorthand 
will be easy to you if you thoroughly understand longhand. You could 
probably learn shorthand a hundred times while learning English once. 

10. If in any of these lessons a vowel should be left out of a word, or a 
vowel or a stroke should be printed a little too light or too heavy, don't say 
you can't make it out. You can if you will only think, and now that you 
are to be a stenographer, thinking is a part of your business. 

— 40 - 



Treading Exercise. 



^.-^....S ,V\„ '' ..iv././Vu. /.... 



■\< 



■^ 



1^. 



■■=* 



^u 



^. 



r 



^'■r-A ■< 



r 



:.\ (r. ^ a, /<?. ^fe^fei . rfe <^±fc. . . 



J^. ^../, ^. . 4 -p. :'£* £ . v • ~£ -^ 



Writing Exercise. 
Insert the vowels in this and following exercises on words. 

1. Joist, just, kissed, gazed, taste, dust, abused, chest, hoist, 

2. Haste, housed, cast, leased, refused, renounced, denounced, 

3. Unionist, diffused, vexed, deposed, disposed, outlasts, infused, 

4. Forced, invests, vista, hasty, honesty, density, evinced, 

5. Imposed, unimposed, rustiness, falsity, facility, affianced, 

6. Devised, misty, baster, faster, Custer, lustre, vaster, testers, 

7. Disturbing, Baxter, huckster, Rochester, Dexter, songsters. 



— 41 — 



Word=Signs and Contractions. 

1. Contractions are somewhat less frequent than word-signs, and are 
often made up of a word-sign combined with a consonant or consonants. 
The word-signs when thus used are frequently reversed or inverted in order 
to make better angles with the preceding or following stroke. 

2. It will help you to remember the word-signs if you will picture them 
as part of the whole word. Thus, thing is th-ng with the th left off; all is 
a-1 with the 1 omitted. The word caused is written with the stroke d so as 
to tell it from cost. 

Word- Signs: ; \.f?V . V.-./7 v.....\. . ,..{. :.v*^ . .v— * V..„- 

ALL ANY BE FIRVT HAVE AM HOW tONA MAY ONE ONES THEM, 

HIM HOME (***•> ONCE 

C . • . • ( / C .. . V. . .Contraction*. .^T^V . . .TTv\ -^^V . -C 

THING THOSE THOUGH WHOM WILL WITH ' NEVER I SOMETHING 

THUS £•*•> ANY90DT IJOeOOt 

3. It may have occurred to you that many words in shorthand look ex- 
actly alike, even when written with vowels, and you may wonder how we 
tell them apart. It must be confessed that when standing alone it is some- 
times impossible to tell the word intended, but when placed in a sentence 
the meaning is at once apparent. Thus in the sentence "I went by the 
grocer's on my way to buy some meat," the difference between the two 
words is very plain. In longhand, also, there are many words spelled ex- 
actly alike, and can be distinguished only in the same way. For example, 
take such words as bat, lower, lead, read, jet, box, and hundreds of others. 
In longhand many words cannot be pronounced with certainty even when 
seen in plain print.. Take for example the sentence, * 'I read the papers every 
day." This should convince you that in a very important sense shorthand 
is superior to longhand, for this sentence could be read with certainty in 
shorthand, the present and past tenses of the verb to read being readily 
distinguished by position. 

4. It is the opinion of the author that in the course of time shorthand 
will take the place of longhand as a means of communication, and there is 
no good reason why it should not. It can be learned in a much shorter 
time, and when once learned it can be written with much less effort. It is 
a lifetime study to learn English, and very few master it. Shorthand is so 
simple that a child can learn it, and when once learned there need be no 
worrying about the spelling of words. 

5. When writing the sentences in your note book, commence about 
half an inch from the left-hand margin of the page and stop about an 
inch from the right-hand margin. If your note book is six inches wide, 
you can easily write 25 words on a line and still leave a margin on each 
side. Make a practice from the beginning not to write too close to the 
margins, especially the right-hand margin. You will understand the reason 
for this better when you get farther along. 

6. As you write the sentences, say the words over to yourself, and 
picture them in your mind. In the school-room you should not say them 
out loud, but if you are where you will disturb no one by so doing it will be 
better to practice in this way. 

— 42 — 



Reading Exercise. 



3 . 



5 . 




O . . /V. . /..!.... 




LiA::^.n:^.~:A:k^ 



Writing Exercise. 

.1. You: should do: the best thing you think of first, and leave 
some things to: the last. 2. If: you: are imposed upon, you: will: do: 
right to: reason with: the imposer. 3. You: should avoid disturbing 
existing things, if they cause you no annoyance. 4. If: you have 
caused loss to anybody, you should: be willing to give him something 
to: repay him. 5. You: should avoid exposing: the follies of: the ones 
you: love. 6. Do: the best you: know how each day, and you: will 
succeed. 7. Receive: the news of: loss with coolness, and with: a 
resolve to: do something to stop it. 8. Being justto: those whom you: 
love should cause them to: be just to: you. 9. Posters are pasty 
things, and should: be disposed of slowly. 10. Take: the big duster, 
and dust off the oak desk each day. 



— 43 — 



Brief W and Y; W Hook, and Sto Loop. 

1. A small semi-circle is used for brief w. Standing alone it opens to 
the right or left, and is used for word-signs. Joined to other strokes, as a 
part of a word, it is written in the most convenient manner, and may open 
in any direction; except at the beginning of k, g, p, b, t, and d. See T of A. 
At the beginning of a stroke, no vowel can be read before the brief w; at the end 
of a stroke, a vowel may be read after it, and the circle s may be written within it. 

Examples of Brief W. 



t 

Wake; weep; wit; witch; wife; wave; wash; wing; Edwin; subway; unwise. 



2. The brief y is a small semi-circle opening downward or upward. It 
is never joined to other strokes as a part of a word, but as a word-sign it 
may occasionally be phrased with other words. 

3. The w hook is a small reversed hook, in appearance somewhat like 
the brief w. It is used only at the beginning of six strokes, k, g, p, b, t, and 
d, and is joined at right angles to the stroke. The circle s may be written 
within the w hook, as in the word squeak. Unlike the brief w, the whook is 
always read after the stroke. Thus, thesix strokes read kw, gw, pw, bw, tw, 
and dw. A vowel placed before one of these strokes is read first; then the 
stroke; then the hook, the w, as in word equity, e-k-w-i-t-i. 

Examples of the W Hook. 

Equity; guano; twig; dwell; acquire; quick; squeak; sequel; untwist. 

4. The sw loop is a small, flat loop joined at an angle to certain strokes. 
It may be written at the beginning of strokes or between them, but never at 
the end. Like the circle s and brief w and y, no vowel can be read before 
it. It is joined to the strokes in the most convenient manner. See T. of A. 

Examples of the Sw Loop. 



r{ 



Swig; swap; sweat; switch; Swiss; swell; swim; swine; swore; dissuade; 

5. The brief w and y may be written in the place of vowels, and thus 
add the sound of w or y to the vowel of that position. When used in this 
manner, the w must always open to the right or left; and the y up or down. 
They may be made heavy when used for long vowels, as in bequeath. 

Examples of Brief W and Y Used as Vowels. 



Bequest; bequeath; unquiet; iniquity; ambiguity; unyoke; .ammonia; 



Reading Exercise. 



:k 









^^^ 



c^.y^./h^^.^^. 



Writing Exercise. 

1. Wig, woke, wet, watch, watchtower, weak, walking, weakness, 

2. Web, wing, witty, wittiness, wine, witless, winner, wail, wake, 

3. Awoke, wait, await, awaiting, witnesses, wooden, woodenware, 

4. Weal, Welch, worst, Welsh, wily, ware, warehouse, wearing, 

5. Outwitting, twig, quiet, squaw, queer, queerer, queerness, 

6. Quiz, quest, tweak, equinox, swale, swore, Swede, swine, 

7. Sweeper, swinging, iniquity, adequacy, inadequacy, Eugenia. 



45 — 



Word=Signs 3 Etc. 

1. Most figures are written the same as in longhand, but it is better to 
write 1 and 6 in shorthand, when standing alone, because the figure 1 looks 
too much like the shorthand ch, and the figure 6 like the shorthand ths. 

2. The dividing line may be left out in fractions, and in writing dollars 
and cents drop the cents under the line, and thus obviate using the dollar 
sign and the decimal point. Never use the ordinary dollar sign in shorthand. 
When hours and minutes come together, write the minutes slightly above the 
hours. In writing dates, the century may be omitted. Thus, July 4/76 
means July 4, 1976. Omit th, st, etc., after dates and figures. 



WaflD-SiCNS: 



I ./....<.r...v.... v ..>. .£,'■ — ■ 

AR HE HERE HIM ^ I 



DOLLAR HE HERE HIM N I POSSIBLE SEVERAL TOGETHER 

HEAR HOME HOPE EYE 

c 3 f r /^\> —A 

s~?\ o . .c Contractions: ............... ^ 

U. 5- WE WERE WHAT WHEN WOUUO YEAR'S. IMPOSSIBLE v qUALlTY. 

(.VERB) 

P ' I , J^ -f 3 

JHRASES: S. . . .A^ ....... I . J- \ " ' 

AS TO I.' HOPE IS THE S IT- WOUL0:8E:THE M/VY-BE | T0:DAY TOMORROW WE'.WILU WHAT.WERE 

WHATiWOOLO 

3. In the study of shorthand, you should keep constantly in mind the 
fact that you are learning principles on which to build words, and that the 
words and phrases given in the book are merely examples of what can be done 
with those principles. Master them thoroughly, and you can write any word 
in the English language, and perhaps many other languages. Consider what 
a hopeless task it would be if you had to memorize an arbitrary way of writing- 
all the words of your language. It would take you a lifetime to do it, for* 
the English language contains thousands upon thousands of words, and 
an endless number of derivatives. 

Review Questions. 

1. How many positions are there in shorthand? 2. Which is the normal 
or natural position? 3. Why do we write words in the other positions? 4. Is 
it necessary to put all words incorrect positions; and if not, why not? 5. If a 
word having more than one vowel is written in a certain position, what is 
indicated? 6. Describe the circle s, telling how it is joined to strokes, the 
direction turned, how it reads, etc. 7. Do the same with the large circle, 
describing the difference between it and the small one. 8. How is another s 
added to the large circle? 9. When the large circle is vocalized, how is the 
vowel read? 10. What is a word-sign? 11. What is a phrase? 12 Howare 
the plurals of word-signs formed? 13. In order to make better angles when 
joined to other strokes, what may be done with some word-signs? 14. What 
sound may be omitted from common words? 15. Describe the st loop, 
telling what sounds it represents, and how the s maybe added to it. 16. Do 
the same thing with the str loop, and tell the difference between it and the 
st. 17. What is a contraction? 



1 ...1 



SI 



Reading Exercise. 

3. 

Writing Exercise. 

1. I: think: the best thing for: me to: do is to: write to Papa today 
for $5.50 %. 2. My birthday will: be on August 10, 1999, and I: hope 
Mama will give: me something nice. 3. The best thing to: do, I: think, 
will: be to: go to: the bank at 3:45 tomorrow. 4. One of: the best 
things anybody does is to deposit money in: the bank each day of: the 
year. 5. What would you do if: you had $500.50 on deposit in: the 
bank at one: time? 6. Suppose you give: me back the $6.66 % you 
borrowed one: day last week when you and I were out walking. 7. 
It: would: be: the best thing to: do to say: the least, and you should: 
do it now. 8. One of: the best things in: life is to: save: a few dollars 
weekly for: a rainy day. 

— 47 — 



The K Hoot. 

1. A small initial hook on most of the strokes is used for r. It may 
also be written medially, but it is always considered to be at the beginning 
of the following stroke, as in taper. Although the hook is made fir^t, it is 
read after the stroke, and a preceding vowel is read before the stroke and 
hook, as in the word April. 

2. The r hook is used mostly in words having no distinct vowel sound 
between the stroke and the hook, as in crow, grow, pray, tray, etc. It is not 
used in words like pair, dare, fair, etc. These and similar words should be 
written with the full strokes. 

3. When the r hook comes between strokes it is sometimes impossible to 
form it perfectly. Without lifting, retrace the preceding stroke, as in digger. 

4. It not being necessary to use the r hook on the strokes s and z, we 
will use this combination for thr and ther, and thus have two ways of writing 
thr and ther. We will give preference to the ones shown first in the T. of 
A. , which see. If the r hook is on strokes that can be turned in two ways, the 
easier way should be chosen when written medially. In words like defray 
and chafer it will be found easier to use the second fr. 

Examples of the R Hook. 

r *v 



.%.x/.3...^..A....b. 



Grow; try; free; bother: pear; pry; cheaper; treasure; throwing:. 

5. The circle s may be written within the r hook, either initially or 
medially. On the first six strokes of the alphabet, the circle should not show 
within the hook, but should be joined direct to the stroke. The circle thus 
joined should be turned in the direction of the hands of a clock. We will 
call these strokes skr, sgr, spr, sbr, str, and sdr. The large circle may be 
joined to these six strokes in the same manner, as in the word sister. These 
circles joined to the strokes in this manner will never be mistaken for the 
simple s orsez circles, for the reason that the latter are always on the other side. 

6. When the sr combination comes between strokes in words like disgrace, 
subscribe, etc., the s circle is turned in the usual manner at the end of the 
preceding stroke, and the following stroke is made without lifting the pencil. 
In the word disgrace, given below as an example, the circle is left slightly 
open to show the manner of its turning, but in writing this and similar words 
take care to complete the circle. It is sometimes more convenient to turn 
the circle as shown in the word chestree. 

Examples of the Sr Combinations. 

Spray; strew; sister; prosper; extreme; disgrace; chestree; disaster. - 

7. Between strokes, in words \\ke extreme, the hook should show plainly; 
but in words like prosper it should not show at all. When standing alone, 
shr and mpr are always made downward, but when joined to other strokes* 
make them in the most convenient direction. , 

— 48 — 



Reading Exercise. 
















Writing Exercise. 

1. Tree, dray, dry, drew, truck, drum, brass, dressed, undressed, 

2. Labors, laborer, grudge, ogre, creeps, crouch, crutch, 

3. Begrudge, decrease, progress, progressive, toper, sober, setter, 

4. Sadder, supperless, gracelessness, frame, freeing, throwing, 

5. Dreaming, trooper, scraper, vigor, invigorate, injure, digger, 

6. Neighborly, strainer, imprison, unstring, tamper, distemper, 

7. Timber, Jasper, extreme, repressing, destroyer, decipher, 

8. Treasure, descry, sacrifice, inscribing, orchestra, rostrum. 



— 49- 



Word=Signs 9 Etc. 

1. Another short list, and when this lesson is mastered, you will be far 
enough along to write short business and friendly letters. You should, 
however, confine yourself strictly to the exercises given herein. 

w-s s ...:1....l....l..^.^.....^ r .j. ..(.....<... 

DEAR FAVOR FROM Mr. NOW OWE OVCR SATISFT-Et? SHALL THANK THAT 
EVERY oh,0 VERY SATISFACTORY 

«.V> ..../.... Cons... *~*~ . . . .^ ^ .. /\ .. .. . Phs...<5^ t 

THIS YOUR INQUIRE-Y INSTANT NEXT RESPECT-ED AS: SOON. AS AN 0*. WOULD 

0«ovn) RESPECTFULLY 



% S~ v^ v/^ Y c^ 

0E.ARSIR HE:WILL L'AM TiWILL OF.A ] </ V6 

YOU. HAVE I N:l YOUR: CI TV VERY: TRULY- YOURS 

2. Observe that in phrases like he: will and /.• will only a part of the / 
is used; and remember too that the first word of a phrase almost always takes the 
position. For instance, in the phrase be: there the word be rests on the line. 

3. Several words joined in a phrase like for: a: few: days may seem 
confusing at first, but after a while it will be much easier to read and write 
them when so joined. Notice that only such words as are closely related to 
each other and can be easily joined are phrased. Phrasing makes them more 
easily read when transcribing, for we can see them all at a glance, and we 
know that there are no punctuation marks between them. 

4. In shorthand, we use periods only at the end of sentences, and not 
after initials or abbreviations. Initials may be written in the ordinary script, 
using the small letters. Thus, wc cray means W. C. Cray. 

5. The handling of names of persons when writing rapidly is sometimes 
a very puzzling thing, and the question is often asked, " Shall I write them 
in shorthand or longhand?" It depends. If you are taking dictation from 
any one, and he spells a name to you, most assuredly write it in longhand, 
taking care to write it plainly. If it is not spelled to you, and it is a very 
common name, like Smith for instance, write it in shorthand, and when you 
transcribe it spell it in the ordinary way. You may make it a rule to spell 
names as they are ordinarily spelled unless you know positively they should 
be spelled some other way. If an unusual name is dictated to you, it will 
perhaps be better to ask how it is spelled before proceeding further, unless 
you have some way of finding out for yourself the correct spelling. Many 
stenographers keep an alphabetical list of the names of all with whom their 
employers correspond, and thus can look up the correct spelling in a moment. 

6. A well-written shorthand outline, with perhaps a vowel inserted, is 
far superior for a proper name than badly scrawled longhand, and is also 
much better than writing the first letter of a person's name and depending 
on your memory for the rest of it. Memory is a very fickle thing. 

7. While reading the exercise, keep in mind that the words written 
without vowels are usually word-signs or contractions. If any of them appear 
strange to you, look over the previous lists — you may have forgotten some 
of them. Perhaps, too, they look odd to you because of the addition of an 
s or an ing, as in the case of dollars and hoping, 

- 50 — 



Reading Exercise. 




Writing Exercise. 

1. Brother Tom: — Several weeks have passed since you wrote to: 
me, and I should like very much to: know what you: are going to; do 
with: the house you: have for: sale here. Shall I sell it for $900, or 
shall I keep it in: the hope of: an increase? Yours: in: haste, Will. 
2. Mr. J. W. Harrison, Mobile, Ala. Dear: Sir:— It: is possible that I 
may: be in: your: city on: the 18th instant, and: would like: to see: 
you and talk over: the affair you spoke of in: your: last. Business is 
picking up here, and I: think you: will take no: risk in buying: the 
store from Mr. James. He: will sell it for $950.50. Try to: write me 
by next mail. Very: truly: yours, C. W. Jackson. 



— 51 — 



The L Hook. 

1. The 1 hook is an initial or medial hook, small on straight strokes and 
large on curves. On the straight stems it is on the opposite side from the r, 
and on curves it is made considerably larger. Therefore it is in no way 
similar to the r hook. It is a strange fact, however, that beginners get these 
two hooks confused, and you should from the very start guard against it. 
If you hold up your left hand and curve the first finger, you will have a fair imi- 
tation of the 1 hook; do the same with the right and you will have the r hook. 

2. The rules governing the 1 hook are very similar to those of the r, and 
you may apply the r hook rules in all cases where no exceptions are given in 
this lesson. Turn to the T. of A., and note the strokes on which the 1 hook 
is placed, and practice them over many times. Observe that the 1 hook is 
also made on the r stroke. 

Examples of the L Hook. 



,.. v . 



A 

Clay; glue; play; pail; flow; dabble; bushel; cripple; ruffling. 

3. The circle s may be written within the 1 hook, either initially or 
medially, but it must always show plainly within the hook. As explained in 
a previous lesson, the sr combinations are joined direct to the stroke. But 
this will not do in the case of the si combinations; for the reason that the 1 
hook is written on the same side as the s circle, and therefore the circle must 
be turned plainly within the hook. If it were not it could not be read, for 
it would look just like an ordinary circle s. 

4. The above remark brings up a very important point in shorthand, 
and it is this: So far as possible, everything that reads differently is made 
differently. That is to say it will not do, as a rule, to make strokes or out- 
lines exactly alike, and call them different things. Of course there are some 
exceptions to this, but the exceptions are usually cases in which no confusion 
would result. Keep this in mind, and do not make an sp, for instance, and 
imagine it is an spl. Remember too that no vowel can be read after the s 
circle at the end of an outline. Use the stroke s in such cases. 

5. When the si combination comes between strokes, in words like explore, 
explosive, etc., the s should be flattened and lengthened somewhat for if this 
were not done there would appear to be simply ans between the k and the p. 

6. Unlike the sr, when the si combination comes between strokes, the 
hook must show plainly. If it did not, it would simply be an s, for it must 
be constantly kept in mind that the 1 hook is always written on the circle s 
side. In this lesson many words containing the r hook will be brought in by 
way of contrast. 

Examples of the Sl Combinations. 



Sickle; settle; display; dissemble; gospel; 

— 52 — 




5 
6 
7 



Treading Exercise. 

v f f\ ^ 





Writing Exercise. 

1. Eagle, clays, ply, closed, addle, fly, free, peal, pole, apple, 

2. Grapple, topple, noble, raffle, rabble, riddle, rider, scrape, 

3. Scraper, scribble, total, stubble, stripper, struggle, haggle, 

4. Tackle, tumble, crumble, rippling, unstable, sidle, saddling, 

5. Subtle, fallacy, intricacy, trusty, expressly, deceiver, dissever, 

6. Disgrace, explosive, unsaddle, displaying, sufferable, 

7. Insufferable, obstacle, bramble, scramble, trample, replacing, 

8. Reciprocal, racy, raciness, ecstasy, disciple, testy, crimple, 

9. Dimple, stumble, tickle, prays, pears, blues, bells, blows, 

10. Blowing, slowly, chuckle, buckle, snuggle, single, angle, 

11. Bearish, bearer, terror, trumpery, pleasing, pealing, braying, 

12. Boring, playing, bailing, bowling, pulling, plague, blacking. 



— 53- 



Word=Signs, Etc. 

1. A good way to get these fixed in your mind is to make a mental 
picture of them. Look at one a moment, then take your eyes from it and 
try to retain a picture of it in your mind, just as you would do in trying to 
recall the face of a friend. Now write the word, and compare it with the copy. 
After doing this with each word, cover up the longhand, and see if you can 
correctly name the shorthand words, commencing with the last one, and 
going back towards the beginning. Reverse the operation, covering the short- 
hand, and write the words from the longhand. After going over each list 
in this manner, if you still have trouble with them, postpone the study of 
them until you have transcribed and practiced the reading exercise, then try 
them again. They should be easy for you now; but if not, postpone them 
until you have written and practiced the writing exercise. Then try again. 

w.Ss../y..^ \ ^...\...)..r...')....i. „).../.. 

EVER HOWEVER, fACMBER MORE OPPORTUNITY 'OTHER TELL THEIR TRUTH WAS WHO 
REMEMBER-ED ™£ RE 

Con5..^.-:.i ) ^,:.*k.:\ /^f.-w^.. 



ALMOST DURING ESPEC IAL-LY EVERYTHING IMPROVE \> 



ALMOST DURING ESPEC IAL-LY EVERYTHING improve N> willinc, UNWILLING 

Improvement perhaps 

Phs.. ..'.... v.. ^...o^d n ??.....(> !».;.. 

HE:iS HE-WAS inalL IN.ALL^CASES PAUST.SAY. OFOUR TH\S.lS WiTHHtS-US 

2. One of the best aids to writing correct and symmetrical shorthand 
is a knowledge of drawing. Not that shorthand should be drawn, but a 
knowledge of drawing trains the eye, and enables one to make strokes of 
the proper length and slant. Indeed, were it not for the fair knowledge of 
drawing possessed by the author, it would have been almost, impossible for 
him to write this book. All the shorthand in this book was first written by 
him with pen and ink, and then photo-engraved; therefore you are studying 
an exact representation of real shorthand, not something that was engraved 
from another person's ideas, but the ideas themselves portrayed to you just 
exactly as the author wrote them, and as he wished to present them to you. 

3. To train the eye to judge distances and lengths, suppose you make 
these simple experiments: Draw straight lines of exactly the same length 
on two pieces of paper. Measure them, and see hbw near alike they are. 
Look at a shorthand outline in this book; imitate it, and measure to see how 
nearly exact your outline is. Make a straight line one inch long; another 
one-half inch long; another a quarter. Measure them, and if incorrect make 
them over and over until you can make them with exactness. 

4. The best way to write a word in shorthand, is to first make a mental 
picture of it; then write it rather quickly, allowing the slightest possible 
pause between strokes. This will cultivate quickness and lightness of touch, 
and will get you out of that sluggish, heavy way of writing, 

5. In phrasing, the word us may be added by the circle s, as in the 
phrase pay: us. A common mistake is to imagine that the word so is added 
in this manner, but it is not. The superlative, as in the word cleverest, may 
be added by the st loop. In a phrase like and: we: had: a lower the word 
we slightly, so that the word had will be in the correct position. 

— 54- 



xs^Msr. 



X ^ 




Reading Exercise. 



-ia\ 



■v 







c 



1 



)^^^^^^^/vS^:/: • p "- 



Writing Exercise. 

1. Dear Bessie:— Just now I: have: the first opportunity to: write: 
you since reaching this: place. We are having: the loveliest time 
imaginable here, and -everything is going along as smoothly as possible. 
The other day, Cousin Andrew was over to see: us, and we: had: a 
glorious time. He: is as clever as: the cleverest, and never allows time 
to: drag when he: is with: us. We: shall soon be here six weeks, and 
I must: say I: never had such: a jolly time in: all my life. Write 
soon and tell me how everything is up your way. Yours as ever, 
Frances. 2. Dear Frances: — Yours from: the seashore was read and: 
reread, and I now take: the pleasure to: reply to: it. I suppose you 
remember Mr. Drew, the one who plays so well on: the piano. He: 
was here on: a visit last week, and: took Fannie and me to all: the 
theatres and parks, and vve: had: a gay time. Well, he: says he: 
will: be here once or twice more during: the summer, and: if he: is we: 
will: try our best to induce him to: go with: us when: we leave for: the 
seashore. This: is all 1: have time to: write just now, so I: shall close 
in hopes of hearing from: you very soon. Yours, Bessie. 



- 55 — 



New Century Shorthand. 



Special Vocalization, Etc. 

1. In order to make better outlines or to write long words in more 
compact form, it is often desirable to read a vowel between a stem and a hook. 
This we accomplish by striking the vowel through the stem. Thus in the 
word course, by writing the o through the stroke, it is read before the hook, 
that is to say, the stroke k is read first/then the o, then r, and then the s. 
Parallel vowels may be struck obliquely through the stroke, as in the verb 
rebel. 

Examples of Special Vocalization. 



rJ.....^...,^:..^.. 



<r-A~-^|i 



Car; skill; courage; discourse; endure; parcel; guarantee. 

2. When a word begins with the sound of z, use the stroke z. When a 
word begins with s, generally use the stroke s. Plurals and third persons of 
words like sigh, see, etc., are formed by adding the circle s. 

3. When two vowels come together, as the words payee, boa, area, etc., 
the second vowel may be indicated by adding a short tick at right angles to 
the first. However if the first vowel should be joined to the stroke, the 
second may be written separately, as in iota. 

4. The sound of t may be omitted in words like listing, resting, etc., and in 
many other cases where a gain in speed is secured without loss of legibility. 

5. The stroke r may be made heavy to indicate a preceding vowel, as 
in ark; or to indicate a following vowel, as in tarry. When r stands alone, 
unless it is a word-sign, it will be considered as having a vowel after it if it 
is light, as in ray. Heavy r standing alone indicates a vowel before it, as in 
air; and sometimes a vowel both before and after it, as in array. It will 
only be necessary to apply these rules in words of short outline, or where it 
is desired to distinguish between words. If the r has a hook, circle, etc., at 
the beginning of it, it will not be necessary to make it heavy. Keep in mind 
the fact that r and heavy r are always made upward, and that they are 
longer and slope more than ch and j, and you will have no trouble in telling 
them apart, even when standing alone. 

Examples of the Rules. 



i>. 



**:±-r < x* -■•• 

Zinc; seas; says; snowy; dewy; lastly; early; bureau; ear; Erie. 

6. Although in these and following lessons almost all words are fully 
vocalized, it must be constantly kept in mind that the vowels are to be 
omitted almost entirely when writing from dictation. This does not mean, 
however, that it is not necessary to learn them thoroughly. The truth is, 
your success as a stenographer will depend a great deal on your knowledge 
of the vowels, and you should be able to make and name the vowels of the 
three positions without hesitation. 

— 56 — 




Reading Exercise. 
1 <i - Q n . .... ^TTTl ;TTT\ . ■ *■•»,;_ « 

Writing E xerc ise . 

1. Cur, courage, securing, sharpness, securely, Turk, turkey, 

2. Discoursive, discourage, enduring, charm, darkness, Zion, 

3. Zealous, busy, sauciness, ceases, unceasing, unceasingly, 

4. Sewer, dizzy, mostly, misting, assist, assisting, enlisting, 

5. Dishonest, restless, tasteless, priestly, testimony, rice, rise, 

6. Arise, rose, arose, arrows, Paris, Myers, Morris, right, aright, 

7. Aerial, area, rate, art, rib, orb, ear, err, erring, unerring, 

8. Berries, juries, roily, early, arily, rowing, airing, rising, 

9. Arising, rust, rusting, rustiness, rut, root, rooting, righting, 

10. Unrooting, route, enroot, enroll, enrich, rubbing, unrighteous, 

11. Unrighteousness, chancery, enchantress, passenger, pantry, 

12. Clover, culver, plover, puddle, paddle, tawdry, tree, tearing. 

— 57 — 




New Century Shorthand. 



Wot d^Signs, Etc. 

1. It will be noticed that the words for which we have very short signs 
are the commonest words of the language, words that form a part of almost 
every sentence, and in some sentences a very large part. For this reason these 
signs should be thoroughly mastered. You should practice writing them until 
you can write any and all of them as fast as any one can say them to you, not 
only in the order in which they appear in your lesson, but taken at random. 

2. A very common fault with students is to learn words and phrases in 
rotation; and thus not be able to write them if given out of their regular order. 
The word-signs and phrases in these lessons are purposely given out of their 
proper relation to each other so that you will learn each one individually, and 
not have to think of some other sign before you can write the one you want. 

W5s. crrr.'r. . J. :..(:.. :^.co«. "7 .^../T.. 

CARE CALL SURL-LY THOUSAND WISH ACKNOWLEDGE PROXIMO MONTH 

p H , .„ [ k i...^. r D y ...l- 

AND:A-AN AT: LEAST AND^SHOULD DEAR.:5iRS> I:am:SUR£ IT:WILI> THEY:ARE WE.:ARE WlSHTO 

3. A serious error in shorthand is to curve strokes too much or too little, 
and to make them too long or too. short. Study the strokes in the lessons 
and try to imitate the curves, and note too that they are all about the same 
length. It is very important to keep them uniform, for the reason that it 
•changes their value to be made longer or shorter, as will be explained in a 
later lesson. It is not a bad idea to measure the strokes with a ruler or a piece 
of paper and compare them with yours. The chances are you will find yours 
much too long. Reduce them, and keep them reduced. A sharp pencil 
works wonders sometimes in this respect, for it will make a clean, distinct 
line, and a line of this kind looks longer than a heavy, irregular line. 

4. Another very important point is to preserve the correct slope of the 
strokes. Take especial pains with the p and b, and do not make them too 
vertical. In longhand, you may slope letters in almost any direction, and 
still recognize them; but in shorthand it is absolutely necessary to slope them 
just right, or you will not be able to read them. For instance, if you make 
p too vertical, when you go to read it you may mistake it for a t, and perhaps 
make a serious error. 

5. Especial care should be taken with the vowel word-signs, such as all, 
too, etc., not to make them too long. They should be only about one-fourth 
the length of a full length stem. 

6. In phrasing, the words 6>/and to are often omitted, as in the phrases 
in: reply: {to) your: favor, receipt: {of) this, etc. In the writing exercises/ 
the words to be omitted in a phrase are inclosed in parenthesis. The brief 
w may be used for way, as in the phrase in: every: way. When phrased, 
the word-sign ior you may open up or down, and the word-sign for we may 
open up or down or right or left. Instant may be joined to figures and turned 
up or down, according to convenience. When replying to a letter it is not 
always necessary to mention the subject, but it is generally better to do so. 

— 58 — 



Reading Exercise. 



1 X.^X^X^: Lf..^cr* So .. , .3.( K .\..j ) ..~L\L^ 






b 



..l.\^.7.4.^ < r^.,.Z>.c. v r^.f. v - D '5TO^xl.^\. 



'.;.^.-\^.- y1 



Aft, Yn ^.y : .^. L /^ ^/.LX. } 

4 ..l.^ > r-\^h^r.^^<l.^^. a ( 



I. 




|.i.^.4^/ / f^.- 



Writing Exercise. 

1. Dear Sir: — If: you care to: call to see me tomorrow at seven 
o'clock, it: will: please me to show: you over my: place and set: you 
a: price on: it. Be: sure to: reply: (to) this as: soon: as you: receive: 
it, as I: shall wish: to: know if: you: will: be here. Very: truly: yours, 
William Jackson. 2. Dear Sirs: — In: reply: (to) yours of: the 9th: 
instant, would: say that it: will: be: a pleasure to: me to show: you 
through my store at any: time you care: to visit: me. Johnson Bros, 
have advised me to buy my fall stock from: you, and if: you: will 
give: me three months' time it: will: please me to: do: so. Very: 
truly: yours, L. H. Briggs. 3. Dear Sir: — In: reply: (to) your: favor 
of: the 12th, it: pleases: us to say that: the tablecloths you desire are 
to: be had from our: house. We: have several qualities and: designs, 
as you: will: see by: looking over: the price: list we mail: you today. 
The high-priced cloths are: of extra quality, and: will outlast the low- 
priced ones by several years. Trusting to: have: the pleasure of hear- 
ing from: you, we: are, Respectfully: yours, Brolaski &: Son. 



— 59 - 



The N H oolt- 

1. A small final or medial hook on all of the strokes is used for n. It 
is placed on the lower side of k, g, r, h, and w, on the left side of p, b, t, 
d, ch, j, and y, and on the inside of all curves. 

2. No vowel can be read after the n hook when it ends an outline. If 
a vowel follows n, the stroke must be used. The correct use of the n stroke 
and hook is of great help to us in reading our notes; therefore this lesson is 
one of the most important in the book, Master it thoroughly. 

3. The stroke n should be used in the following cases : 1. To show 
that the n is followed by a vowel, as in downy. 2. To show that a vowel 
comes before the stroke preceding the n, as in attune. 3. To show that 
there is a vowel between the stroke and hook of a preceding double conso- 
nant, as in balance. 4. To avoid writing the large circle within the hook, 
as in Francis. 5. To permit the easy joining of a following stroke, as in 
dancer. 6. To indicate two vowels between the n and a preceding conso- 
nant, as in Ryan. 

4. Rule 2 is especially useful to enable us to distinguish between words 
of the same consonants and position, as tune, attune; pain, open, etc. 

Examples of the N Hook and Stroke. 



-u.^.^.^..^. 




Coin; stain; pen; penny; sudden; balance; furnaces; fences; Johnson; ruin. 

5. When s, z, sez, st, zd, or, str, is added to n at the end of straight 
strokes, the hook need not be shown. Turn back to the r hook lesson, and 
see what it says about joining the circle to the stroke for the sr combina- 
tions. We need not show the hook on the n side for very similar reasons. 
But remember, this rule applies at the end of straight strokes only. In the 
middle of an outline, if the hook is used, and at the end of all curves, the 
hook must show, and show plainly. 

Examples of the Ns, Nz, Nsez, Nst, Nzd, and Nstr. 

Gains; hens; bounces; chanced; punster; ransack; frowns; lonesome; pencil. 

6. A very common mistake is to show the circle within the hook at the 
end of straight strokes like pns, tns, etc., but it is an absolute waste of time, 
as it does not add one particle to the legibility of the outline. Another very 
common mistake is the one alluded to above, of imagining you have turned 
an n hook between strokes without showing the hook; for instance, writing 
psl and thinking it is pnsl; or tsl, and thinking it is tnsl. Just a little thought 
w T ill enable you to avoid such mistakes. 

7. Many writers prefer to use the stroke n instead of the hook in such 
words as branch, strange, etc. This is allowable, for the reason that the use 
of the stroke in such words avoids the tendency to curve the p, b, t, or d, and 
also keeps the pencil moving forward. Some writers prefer tr and some chr 
in words like furnittLre^. Take your choice. 

-60 — 



Reading Exercise. 



V V^ / / A^. \ XT) \ _ \ ^- ^ 



W 



A,>- 







* V~3, v 



Writing Exercise. 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 



Keen, cane, pin, pun, ban, chin, John, rain, hen, hewn, run, 
Rhine, stain, spine, crane, strewn, spleen, fawn, fain, van, 
Shin, sheen, lane, mane, mainly, leaner, meanly, meaner, 
Mine, miner, dine, diner, tinner, tuner, attuning, channel, 
Tunnel, affianced, puns, pins, buns, bins, dins, joins, fence, 
Fences, offence, rattans, mines, leans, chanced, balance, 
Written, routine, appliances, announced, cans, Kansas, cancels, 
Punster, Canadian, candy, canopy, canvas, entrance (n), 
Entrances (n), entrance (v), journeys, attorneys, infringe, 
Infer, inference, refrain, enshrine, enjoin, enjoiner, 
Unattainable, China, Chinese, Chinaman, . gentry, pantry, 
Kinsfolk, moneyless, penalty, glances, Jane, Jenny, Ben, 
Benjamin, uncanny, gunny, Dennis, denying, finny, Tony, 
Gainsaid, honeymoon, meaningless, piny, penetrable, 



— 61 — 



Word=Signs s Etc. 

1. When the word company is used in connection with the name of a 
firm, it may be represented by the k stroke, as in Nelson &: Co., Merchandise: 
Co., Trust: Co., Chemical: Co., etc. 

.W&:,V--^:.f / ..Cons:. .^ A ... O... 

8ILL CAtsJ(v) DEAL LA'KGE EXPRESS HEARD INFORM 

<? v . _ INFORMATION 

..../^..^..^....^....^.....^ Ph,, ._.... 

MESSRS. MONTH OPINION QUANTITY RELY SUFFIU ENT- LY &. Co. 



THtS: RESPECT 



ANO.'THE AT.-^ONCE GWESIUS -.I:CAN 1H OUR LINE V>/\ IN: 

/ L &r. 7. 

J jERSEy;C»TY IT^HAVGEEN MERC HAN DISL-Co. ) NeW.JeRSEY NewYoRK 



) 



San:Fr*ncisco;Cal». THAT.WEXAN we: would: SAY yours; very^trulY. 

2. Remember that in phrasing, many of the word-signs may be reversed 
or inverted, and do not hesitate to use them in this way, unless they conflict 
with some other word-sign. However, the sense of a sentence will generally 
give you the clue to the correct word. For example, in the sentence "If: 
they: were on: time, there: would: be no: trouble" we can easily read the 
word were although it is exactly reversed. 

3. It is generally better never to phrase words having punctuation marks 
between them, but we make an occasional exception to this rule, as in the 
phrase San: Francisco,: Call. It is very convenient sometimes to write two 
words as though they were a single word, as in the phrases at: least and at: once. 

4. Many words in shorthand may be written in different ways, and some- 
times one way is as good as another, but it is usually the case that one 
particular outline is superior to any of the others. It sometimes happens, 
however, that the best outline can not be used, on account of its conflicting 
with some other word. The outlines of all the words in this book have been 
studied over with great care; and not only has each word been considered 
individually, but its relation to all other words in common use has been taken 
into account. 

5. Sometimes we deviate from set rules in order to secure a convenient 
outline for very frequent words. Thus we will not write the word even strictly 
according to the rules given in the N Hook lesson. 

6. As explained in the lesson on special vocalization, vowels may be 
written and read between the stem and the hook, but this principle should be 
used sparingly, especially in short or very uncommon words. Proper names 
especially should be written very fully, using every possible means to indicate 
the location of the vowels. For instance, we may write college with the 1 hook; 
but Collins should be written with the 1 stroke, turning the circle s within 
the n hook. 

— 62 — 



Reading Exercise. 








Writing Exercise. 

1. Collins &: Co., Bloomington, Ills. Dear: Sirs:— Messrs. Walsh 
Bros., of Jersey: City, New: Jersey, have written to: us expressing: a 
desire to: purchase a: large quantity of: our spring: wagons on: time, 
and: refer: us to: you. Please inform: us at: once as: to: their solvency, 
etc., and: by doing so very much oblige, Yours: truly, Thompson &: 
Sons. 2. Benson, Smith &: Co., Burlington, Iowa. Dear: Sirs: — In: 
response to: your: favor of: the 11th, we: would: say that: the house you: 
name are in: every way reliable, and that: you: will: do well to deal 
with: them, as they: are well: known for: the fine quality of: their 
merchandise, and: for fair and square dealing. Yours: truly, W T ood, 
Baker &: Co. 3. Mr. Samuel Penn, Trenton, N.: J. Dear: Sir: — In: 
response to: yours of: July 13th, would: say that I: can furnish: you the 
carriage and harness you wish for $159.85. This price is very: low 
and: the terms are one-half cash, balance thirty days. Trusting 
this will: be satisfactory, and: that I: shall: have: the pleasure of hearing 
from: you soon, I: am, Yours: very: truly, W. C. Browning. 



•63- 



New Century Shorthand. 



The F or V Hook. 

1. A small final or medial hook on straight strokes is used for f or v. 
It is written on the circle s side, and coming between strokes will be con- 
sidered as being at the end of the preceding stroke. 

2. No vowel can be read after the f or v hook at the end of a word; 
therefore when a word ends with a vowel, preceded by f or v, use the stroke. 

3. Many of the rules for the use of the n hook may also be applied to 
the f or v hook, and will prove of great value to us in the reading of un- 
vocalized shorthand. For instance, by using the hook in the word chaff we 
indicate that the word ends with f; and by using the stroke in the word 
chaffy a following vowel is indicated. By using the stroke v instead of the 
hook in a word like achieve we indicate that a vowel comes before the ch. 

Examples of the F and V Hooks. 



F .. v _./.L,...-y.^ 



Tariff; Duffy; grove; chiefly; defense; Clifton; deriving: above. 

4. The circle s may be written within the f or v hook, but it must show 
well within the hook. Do not, for instance, write ps and imagine it is pfs. 
All the strokes having fs or vs at the end must look quite different from 
those having simply s. Try not to make an n hook on a curve and call it f 
or v. It is better not to change the names of the hooks so often. 

Examples of the Fs and Vs. 

Coughs; gaffs; puffs; cuffs; staves; doves; chiefs; Joves; unroofs; hives. 

5. It will be noticed that the use of hooks between strokes modifies the 
rules for the use of preceding or following strokes. The reason of this is that 
the hooks make a change in the direction of the stroke necessary in order to 
secure a good angle. Remember, we are seeking sharp angles, and the 
sharper they are the more readily we can write and read our notes. 

6. As far as possible, we will write our shorthand words according to 
their syllables, but we may depart from this rule frequently in order to 
secure better outlines. In words like define ', advance, pre f er , preferences , and 
many others, it is better to use the medial f or v hook although such use 
does not divide them into correct syllables. 

7. We have now had all of the small initial and final hooks, and the correct 
use of them will prove an aid to us in reading our notes. Think what a 
great saving of time it is to be able to indicate the exact location and position 
of a vowel without writing it! Study the numerous examples given in the 
reading exercise carefully, practicing them many times, and you will be able 
to apply the rules correctly in the writing exercise. 



Reading Exercise. 

.^V/J't-v .^ ..Sc-I.^.'^.-fe-. 





.^.t.^.U.. 



W^ 



rr^ 



< 



£,/; 



Writing Exercise. 

1. Tiff, duff, skiff, dive, Dave, bluff, grief, rove, cove, stove, hove, 

2. Gave, brave, braveness, braver, bravely, glove, bereave, rebuff, 

3. Reprove, roof, roofer, crave, proving, gruff, stuff, bluffs, tiffs, 

4. Cleaves, grieves, droves, deserves, reproves, Jove's, joins, cuffs, 

5. Canes, grains, groves, strives, strains, bins, rinse, dunce, 

6. Dunces, tins, Dave's, rinses, glances, proves, prunes, loans, 

7. Lambs, lamps, jams, scamps, scamper, damper, scans, drains, 

8. Drums, tariffs, traffic, heaves, hens, plans, gloves, master, 

9. Mischief, mischievous, mischoose, unroof, derives, hence, 

10. Honey, dummy, sweeps, Sweden, widens, wife's, teamster, 

11. Teamsters, enrage, offense, veto, pan, puny, pans, raves, reins, 

12. Reigns, cliffs, cleans, means, bones, stony, Hannah, half, 

13. Huffy, snuff, gruff, gruffly, grudge, fudge, smooth, booth, 

14. Booby, snail, fail, waves, craving, recur, recrown, declines. 



— 65 — 



New Century Shorthand. 



Word=Signs, Etc. 

1. In this list we have a contraction, the word notwithstanding , composed 
of two strokes. Make the n first, and then strike the t through it. The word 
all is frequently added to other words by an initial 1 hook, as in the phrase 
by: all: means. 

,W5 S :.\..., U I..... FS Oons: .. . *>r?. . . . . 

before: beyond: difficult-y full-y experience 

± v... ■>*:,. V..\. 

1 NOTWITHSTANDING WHATEVER V. WHENEVER BY.ALL'.MEANS 



....A ...-V/.... ^i. ...\i. 

'~~ S,/ ' EN;a0UTf FOR.'OUR T0:uS WE:ARE:iN:.ftECElPT:0F:YOUIl-.FAVOR WE:BEG:LE 



i: aouTE- for: our to:us we:are:in:.receipt:of:youh-.favor we:beg:leave 

2. One of the greatest hindrances to a correct understanding of short- 
hand is the desire to go too fast. Keep yourself in check, and study and 
practice each lesson thoroughly before proceeding to the next. Write all 
words, phrases, sentences, and letters over at least twelve times before taking 
up a new lesson. Not only get shorthand in your head, but get it in your 
fingers. Try to improve as you practice, and compare your last lines with 
the first, and see if they are better or worse. Unless you are very careful, 
they will be worse, and you will have wasted your time. 

3. The saying, "Practice makes perfect" needs qualifying somewhat. 
It should be, "The right kind of practice makes perfect." Poor practice 
means a loss of time and a waste of material. Some students do several 
times the amount of work that others do, and learn less; thus proving con- 
clusively that it is not always quantity that counts, but quality. It is careful, 
thoughtful, intelligent work that wins; and really it is easier to do this 
kind of work than any other kind. 

4. There is no truer saying than that "A workman is known by his 
tools." Therefore see that you have good sharp pencils, several of them, a 
note book of good quality, a sharp knife, and a good dictionary near at 
hand. While working, put all unnecessary things away, and do not have 
your table or desk littered with odds and ends to bother you. 

5. In making out the shorthand words, do not think of some unusual 
word that very few people ever heard of — all the words given herein are very 
common ones. And above all, do not invent words of your own; there are 
more words in the English language now than we can take care of properly. 

6. Try to remember that not everything you see in print is absolutely 
correct. Books are but the work of men, and so long as men are human 
they will make mistakes. On the other hand, do not be too quick to suppose 
a thing an error. Consider things carefully, use calm and deliberate judgment , 
and by putting two and two together you will save yourself many a slip. 




Kneading Exercise. 




<^o.)-YZ\,-V^ 








Writing Exercise. 

1. Noble &: Son, Lansing, Mich. Dear: Sirs: — We: are: in: re- 
ceipt: of: your: favor of: the 11th: instant, and: in: reply to: the same 
have: to say that: we: have no full: dress suits of: the style you wish 
in: stock. However, we: have written to: the factory for them, and: 
if: you: can wait: a: few: days we: shall: be fixed so that we: can 
supply: you the very quality: and style you desire. We: have: them 
in: all size.;, some of: them being gotten up especially for very tall 
men. It: would please: us to hear from: you at: once, and to: know 
if: you: can wait on: us a: few: days. Yours: truly, Harmon & Sta- 
pleton. 2. Mr. Charles Watkins, Maple Grove, Texas. Dear: Sir: — 
Replying: (to) your missive of: the 14th instant, we: would: say that 
one of: our salesmen will visit your: city before long, and he: will 
carry: a full line of: our woodenware, from: which you: can select 
something suitable to: your business. All our woodenware is: of 
superior quality, the very best to: be had, and we: are sure you: 
will: be: pleased with: it. We very much desire to secure your 
patronage, and: will: do everything possible to: please you and: give: 
you your money's worth. Respectfully: yours, Myers & Isaacs. 



-67 — 



The M Hook, Ler Strokes, and TiVe Hook. 

1. A large initial, medial, or final hook is used for m. Initially, it is 
written only on k and g, and is read before the stroke; medially and finally, 
it is written on k, g, r, and h, and is read after the stroke. Advanced 
writers and reporters may also use the final m hook on p, b, t, d, ch, and j. 
The student of these pages should not make such use of it, however, until 
a fuller explanation is given, which will be done in a later lesson. Turn to 
the T. of A. and practice the m hook. 

2. No vowel can be read before the initial m hook nor after the final m 
hook. A first-place vowel reading between the m hook and a following 
stroke, as in the word meek, may be written above or within the hook. A 
third-place vowel, as in calm, may be placed below or within the hook. The 
circle s added to the m hook must show within the hook. If the point of 
junction forms a good angle, two hooks may be written together, as in the 
word Cambridge. However, this method of writing should be avoided as 



much as possible. 



Examples of the M Hook. 



.£i—. 



r^.-^.r?..^.... 



Smoke; games; demagogue; campaign; rampage; scream; disclaim; proclaim. 

3. The ler strokes are two strokes with large initial or medial hooks, 
used to represent the sounds of ler, lor, lar, etc. They may be made up- 
ward or downward, and should slope at the same angle as the r. No vowel 
can be read before the initial hook; therefore words like alarm, alert, etc., 
should be written with an 1 stroke, followed by an r. Circle s added to ler 
must show within the hook. 

4. When ler stands alone, it should always be made upward; when 
joined to other strokes, it may be made in the most convenient direction. 
The hook of these strokes is made first, and therefore it follows that only 
the first ler stroke shown in T. of A. can stand alone. The second one must 
always be joined to some other stroke. 

Examples of the Ler Strokes. 



Lurk; slur; alluring; alarmingly; color; puzzler; enlarge; tolerable. 
5. The tive hook is a large final or medial hook written on all the 
strokes. It is placed on the f side of straight strokes and on the inside of 
curves. See T. of A. The rules for the f or v hook also apply to the tive. 
When the sound of tive is preceded by an s, as in the word positive, the 
stroke t and v hook must be used. A third-place vowel in a word like active 
may be placed within the hook or just above it. 

Examples of the Tive Hook. 



Active; restive; natives; locomotives; attentive; provocative; intuitively. 



1 -.. 



■£li> 



Reading Exercise. 




CJ-p. 



^7 






5 ..^^.^^.^<^.]>V.^.^4^^ 

6 .{;.b>^;Co,^.^ v ^./^_ : ^. < r>. :L3 ^ 




Writing Exercise. 

1. Mock, smacking, smoke, McGinnis, McKinley, Maxwell, keen, 

2. Clipping, Camden, candy, outclass, unmake, unmixed, 

3. Disclaiming, keenly, gaining, reclaim, polar, cooler, tiller, 

4. Secular, ruler, foiler, Beeler, peeler, coloring, discolor, larking, 

5. Skylark, lurking, Lord, lordly, peril, laurels, unalarming, 

6. Prying, joiner, April, negative, inflictive, expletive, tentative, 

7. Discretive, creative, craving, illustrative, fugitive, refractive, 

8. Mischief, mastiff, positive, master, must, musty, dusty, 

9. Destructive, obstructive, pass, passing, passenger, danger, 

10. Witness, sweetly, resting, nesting, listing, vainly, Fundy, finch, 

11. Flinch, clinch, quickness, uninstructive,' entry, pantry, 

12. Plunging, aloof, alike, allot, alloting, swabbing, defective, 

13. Infective, deface, retrace, retractive, stopper, rlopper, fire, 

14. Freeness, fires, destroyer, infringer, plunger, detractive, 

15. Gaming, gunning, hummock, hassock, hammock, makes, 

16. Smokes, strokes, jokes, joker, juggle, traffic, straggle, 

17. Restrictive, applicative, effectively, rejective, superlative, 

18. Reductive, saddler, straddler, smuggler, struggler, tolerable. 



— 69 - 



New Century Shorthand. 



Word=Signs s Etc. 

1. In this list you will notice that the contraction for careful also stands 
for carefully , and also that there is no difference between overcome and 
overcame. A slight knowledge of grammer will enable you to distinguish 
these words readily when used in sentences. 

.w.5s:. .. |... . .^.....j. ...-'... ..{ r.r. 

ADVANTAGE APPEAR ASSURE 8ECIN DirFlCULT-Y MAN MEN 

■-•■e CoNS: ? ■■ -^.. ..-^. V_.. • C V,. 

WITHOUT V^LTHOUCH ANVWAY CAREFUL-Lr ^HAPPEN OVFRCON 



L~Lr HAPPEN OVERCOME 

OVERCAME 

,.W.\ ^%....Phs:"^>. Jo. s 

Pa. \ PERHAPS REPRESENTATIVE FIRSTXLASS TH.lS:iS > T0:HAVE:HIM 

2. It is very important in writing shorthand to economize space. The 
argument that one can write faster by using large outlines is a very fallacious 
one, for if this were true it would follow that by writing only one word on a 
page you could write faster than if you wrote two or more. Try it and see. 
Of course it is not a good plan to write too small, for a very small, cramped 
hand retards speed and is also hard to read. On a page six inches wide 
write about 25 or 30 words, and leave a margin of one-half inch on the left, 
and an inch on the right. This margin will come in handy for the insertion 
of corrections. If something should be omitted from a letter or article, place 
an asterisk at the point of omission. Next draw a line down the page along 
the right-hand margin of your shorthand, and then to the right of this line 
jot down what you have omitted, and when you come to your asterisk in 
transcribing, insert the matter omitted. 

Review Questions. 

1. Describe the brief w and y, and tell on which strokes they are placed. 
2. Do the same with the w hook and the sw loop. 3. How is the sw loop 
joined to the strokes? 4. When standing alone, or when used as vowels, 
which way do brief w and y open? 5. Describe the r hook. 6. Can a 
vowel be read before it? 7. How is the circle s added to it on straight 
stems? 8. On curves? 9. Is it always necessary to show the r hook 
when written medially? 10. Name the words (select words not given in 
this book) in which it is not necessary. 11. Describe the 1 hook. 12. How 
is the circle s added to it? 13. Give a word in which it is necessary to flatten 
medial 1. 14*. What is meant by "special vocalization" ? 15. Why do we 
write words in this manner? 16. What is indicated by writing r heavy at 
the beginning of a word? 17. At the end of a word? 18. What is indicated 
by light r standing alone? 19. By heavy r? 20. Tell when r should not be 
made heavy in order to indicate a preceding vowel. 

— 70 — 



Treading Exercise. 

' Pz^st^- ^ ^ &•■ & *^ ^ -k 

...-.■G^fe:,^, 





. _7 .^\-?-'^v'.'r7".Y:':1 

Writing Exercise. 

1. Beeler, Wicks & Smith, Carbondale, Pa. Dear: Sirs: — In: response: 
to: yours of: the 10th: instant, would: say that: we: are mailing: you in: 
separate package, our new: price: list which: we believe will give: you 
all: the information you desire. Look: it over carefully, and: when: you 
decide on: the size and: style of boiler you wish, write: us, giving: us a: 
plan of: your mill and: describe: the difficulties it: will: be: necessary to: 
overcome in: placing: the boiler. We believe we: can give: you very: 
close prices from here, without having one of: our: men go: to see: you. 
It often happens that: we: have: done just such: work before, and: can 
figure as closely on: it as if we: were there. However, if: you: think our 
prices reasonable, and favor: us with: the job, we: shall: be: pleased to: 
have: a representative visit: you. It: will: be: necessary to: have: him 
there anyway, so it: will do: no harm to: have: him there a: few: days 
ahead of: time. We guarantee our work to: be first: class in: every: 
respect, and: we assure: you we: shall: do everything in: our: power to: 
please you. Very: truly, Taylor & Jackson. 



— 71- 



The Shun Hoo% 

1. A small hook or curl following the s or sez circle represents the sound 
of shun or zhun. It may be written finally or medially. No vowel can be 
read after it when written finally. 

2 . The circle s or sez m ay be turned on the n side of straight stems and thus 
cause an n sound to precede the shun, as in the words pension and transition. 

3 . The shun may be added to the m hook on straight stems and the n hook 
on curves by turning it within the hook, as in the words invention and. gumption. 

4. The circle s or the st loop may be added to the shun, as in the words 
sessions and secessionist. And still another s may follow the st loop, as in 
the word secessionists. 

5. In theory, we write such words as possession, position, etc. with a 
circle sez followed by a shun curl, but in practice it will only be necessary to 
use the small circle. That is to say, while it is admitted that there are more 
consonant sounds in a word like opposition than in a word like option, we 
will write both words with the same consonant outline. Use the sez circle in 
these lessons, but when writing shorthand from dictation use the small circle 
as explained above. 

6. Vowels may be written out of their normal position, as explained in 
the lessons on sez circle; in order to have them read in their proper order. 
Thus in words like position, decision, transition, etc., the accented vowel is 
written within the circle so that it will read between the s and the shun. 

7. It is often convenient to omit the curl from the shun, on account of 
its relation to the following stroke, as in the word stationary . There is no 
danger of mistaking the n written in this manner for the'w stroke, for the 
reason that w never comes between strokes. Nor is there any danger of 
confusing the shun curl with the brief w, for the reason that, although they 
may appear very much alike when written medially, there will always be 
something about the sense of the word to put you on the right track. A 
little judgment is all that is needed. 

8. It frequently happens that sh and n are the only consonant sounds 
in a word, as in ocean. In a case of this kind, the sh stroke and the n hook 
are to be used. 

Examples of the Rules. 

..^^..\,..,±...fi..\. .%..->"..&.... 



Passion; passionate; tension; transition; mentions; secessionists; possession; shines; stationary. 

9. It is often desirable to use the sh stroke and n hook for the sound of 
shun, in order to distinguish between words. Thus station should be writ- 
ten with the shun hook, and situation with the sh stroke and the n hook. 

10. The sh stroke and n hook should also be used in words like persua- 
sion, dissuasion etc., or in any other case where the shun hook cannot be 
conveniently made. 

11. Notice that in this lesson, as in other lessons, many words coming 
under previously explained principles are introduced. This is done in order 
that you may not forget them. Keep your wits on the alert. 

— 72 — 



Treading Exercise. 




3 :^wi^^:^:\^x^^^/"x 



«(?&&. 




6 ^y^-^^^^.^.^ii^.^^. 




>■ 



•Lib. 




Writing Exercise. 



1. Option, nation, motion,' section, station, duration, location, 

2. Session, action, active, creation, creative, scatter, pleader, 

3. Dative, involution, execution, executor, executive, gumption, 

4. Invention, restriction, secretion, oblation, obligation, education, 

5. Educational, approbation, vacation, vex, vexed, vexation, 

6. Adoption, notional, rational, rations, inflations, pest, mostly, 

7. Injustice, refrain, dimension, unretentive, retentiveness, 

8. Retention, inattention, erection, reaction, equator, equation, 

9. Elevation, Egyptian, impose, imposition, effectively, raider, 

10. Vocation, selection, revision, faster, blister, blustering, 

11. Seasonable, came, calm, calmly, comely, unworthy, feebleness, 

12. Ham, harm, hue, hewing, harmless, aiding, riding, keenly, 

13. Nobleness, prescribe, inscription, invest, investigation, 

14. Instigation, palliative, palliation, population, nomination, 

15. Mansion, dilation, editions, shuns, shows, shins, saw, saws, 

16. Pause, straws, flaws, flags, snags, tracks, blackens, blank, 

17. Drank, tongue, captives, sanitation, solution, solvable, 

18. Violation, restrain, restore, store, straying, restoration. 



— 73- 



Word=Signs 9 Etc. 

1. Learning the word-signs may be a little tedious, but you will be well 
repaid for your trouble when you know them. These constantly recurring 
signs often prove a valuable aid to us in reading our notes. Finally we get 
to recognize them as friends, and one of them in a group of unfamiliar words 
will often give us a clew to the whole sentence. 



.W. Ss:. ___.. <L f^....,. v ....j?...Co N s:...«rrrrr. .... 

AGO differ-|n C t market too usval-u- character 
.^P S\ ,.^\ ^\ \- 

OURSELVES RE PRESENT-ED REPRESENTATION RESPECTABLE XH ERETORE-FOR 
. • • Z O- . Phs: • ^— -> v-r^r-*/^. ....... 



YOURS YOURSELVES V2 — € TO: ANYTHING: ELSE WE.WERE WHOiARE 

YOURSELF in:this:section we: would whq.vviil 

2. One of the greatest hindrances to the mastery of shorthaud is the 
desire to go too fast, to learn the last lesson in the book before the first. 
Keep yourself in check, and rather than go too fast, turn occasionally to the 
lessons you have gone over, and study them again. It will refresh your 
memory wonderfully, and things that at first seemed very mysterious will 
now be perfectly clear to you. 

3. The secret of learning may be summed up in one word — repetition. 
It must be remembered, however, that this means repetition of correct forms. 
Any other kind of practice is time worse than wasted. The pianist who plays 
difficult pieces with ease and skill does so because of the almost countless 
number of times he has played the same piece. But even a great amount of 
practice on one particular piece would not enable him to play it well were it 
not for an immense amount of preliminary practice on exercises and scales. 

4. Just so with shorthand. Lay the foundation well, and finally the most 
difficult work will not be beyond your ability. Perhaps one-fourth of the time 
and labor necessary to become a good pianist will suffice to make you an 
expert stenographer, and when you have become proficient you will have no 
difficulty in securing employment at good wages, whereas it is very doubtful 
if you could get any one to pay you for playing on the piano. 

5. The above remarks are not intended to disparage the playing of the 
piano, for really it is a valuable accomplishment, but to encourage you in the 
study of shorthand, and to induce you to put in a reasonable amount of practice 
on it. Anything worth learning requires a certain amount of careful and 
thoughtful practice, and shorthand is no exception to the rule. 

6. Not only is the study of shorthand a good financial investment, but it 
pays in many other ways. Your knowledge of English will be improved; your 
hand and eye will become trained; you will have an increased appreciation of 
the value of small things, and you will learn to be neat and orderly in your 
work. You can also make use of your knowledge of shorthand in any other 
study that you care to take up. In fact, there are hundreds of ways in which 
you can use it, and if thoroughly learned it will prove a blessing to you all 
through life. 



Reading Exercise* 







; / ^.^.|^S.!T^.(; N; 






.6- - • <k<^o./ 



v. 



Writing Exercise. 
1. Walker Bros., Chicago, 111. Dear: Sirs: — We: beg: leave to say 
in: response to: your: favor of: the 9th: instant, that: a representative 
of: the firm you: mention came through here a: few: weeks ago, offer- 
ing what he represented to: be first: class cloth at: a ridiculously low: 
price. However, we: were suspicious of: the quality of: the same, 
and therefore took none of: it. The representations of: this salesman 
were of: the most alluring character; the truth is his offers were most 
too liberal to: be genuine. We like: the looks of: your samples very 
much, and: if upon: a closer examination they: prove satisfactory, it: 
will give: us pleasure to: do some business with: you. We: thank: 
you very much for offering to allow: us sixty days' time, and: think 
we: shall avail ourselves of: it. We: are: doing: a fine business in: 
this: section, and: if we: have our usual summer patronage we: shall: 
have: to buy: a large quantity of: cloth of different qualities, especially 
cloths of suitable weight and: color for: a hot summer season. Very: 
respectfully: yours, Quinlan-Fricke &: Co. 



The Doubling Principle. 

1. All of the curves, and, under certain conditions, all of the 1 straight 
strokes, may be made double their usual length. 

2. The doubling of f, v, ith, the, s, z, ish, 1, and n adds the sound of 
ter, der, or ther. It will not be necessary to double the mp. 

3. The doubling of m adds the sound of ter, der, or ther; and where it 
follows another stroke, as in the word dreamer, the sound of er only is 
added. It should not, however, be doubled if the r sound is followed by a 
vowel., as in the word primary; or if the accented vowel comes between the 
m and the r, as in the word demure; or where two vowels come between the 
m and the r, as in the word premier. 

4. The doubling of ng adds the sound of ker or ger, as in anchor ', anger, 
etc. , but this ger sound must be hard, the g not having the sound of j . Words 
like singer, flinger, springer, etc., do not come under the doubling principle. 

5. No vowel can be read after the sound added by doubling; therefore 
this principle should not be used in words like entry, angry, etc. Exceptions 
may be made to this rule where the vowel is followed by another sound, as 
in alteration. 

6. In vocalizing double lengths, we will consider them as one stroke, 
and place the vowels at the beginning, center, and end. 

7. In assigning double lengths to positions, we will consider them as 
two strokes, the first stroke taking the correct .position. Thus the word 
Easter should be written so that the middle of the stroke will be half a space 
above the line of writing. Note well the examples given in the reading exer- 
cise, and you will have no trouble to understand the rule. 

8. Circles, hooks, etc., placed on double lengths read in exactly the 
same order as on single lengths. 

Examples of Double Length Curves. 



Neater; center; leaders; alteration; lather; drummer; hunger; hungry; hanker. 

9. The straight strokes may occasionally be doubled at the end of 
words to add the sound of ter, der, or ther, and sometimes tur; but this 
principle should be used only when the doubled stroke is preceded by a 
consonant stroke, as in the words doctor > stricter ', etc. However, exceptions 
may be made to this rule in phrasing. 

10. The r and w may be doubled when standing alone, but only ter or 
ther is added to them in this way, and not der, unless used as word-signs. 
The doubling principle should not be applied to r and w when standing alone 
except to represent very frequent and common words, 

Examples of Double Length Straight Strokes. 



Director; reflector; structure; victor; rather; water; writer; waiter; weather. 
11. A common fault with beginners is to make the double lengths 
entirely too long. Guard against this by occasionally measuring those shown 
here and comparing them with your own. You will now begin to perceive 
the necessity of preserving the proper length of strokes. 

— 76- 




^.^?.^r>y. 



Writing Exercise. 

1. Niter, enters, Anderson, binder, Henderson, litter, loader, 

2. Ladder, miter, fitter, feather, fatter, meter, motor, madder, 

3. Printer, cinder, lender, bender, render, ranker, fodder, shudder, 

4. Louder, elder, leader, older, wonder, slender, thither, Easter, 

5. Luther, thunder, thinker, slander, deaf, defense, defender, 

6. Rejoinder, sinker, drinker, slaughter, sultry, anger, angry, 

7. Enters, entries, fetter, theater, center, entrance, entranced, 

8. Central, neutral, centralize, centralization, neutralize, flatter, 

9. Alter, smatter, smiter, nostrils, sifter, mistrial, nostrum, 

10. Rostrum, foster, master, tenderer, flitter, filter, flatter, falter, 

11. Funny, funnier, flutter, folder, flanker, flinger, stronger, 

12. Stringer, drinker, bringer, plumber, clinker, smother, smoother, 

13. Duster, register, oyster, another, fingering, December, 

14. Distemper., lumber, slumbering, tampers, surrenders, gender, 

15. Factor, manufacture, structure, induced, reducing, ineffective, 

16. Making, magician, intersection, interpretation, inflation, 

17. Incision, decision, division, dove, defective, attractiveness, 

18. Nativity, fancy, fancier, foundation, elevation, infraction, 

19. Smacking, slick, slackness, defy, edify, edification, limb, lamp. 



— 77 — 



Word=Signs 3 Etc. 

1. The word than may be added to other words, generally adjectives, 
by means of the n hook, as in the phrase more: than. The word been may 
be added to verb in the same manner, as in the phrases have: been, you: 
have: been, having: been, etc. Use r hook, and omit t in transportation. 



A 



..W5s:.. T ... C -~ ... .^....^^-Ccns:. 

DELIVERED CQL'AL number order, vsual-ly awhile ccrrlct ^ 

. DETERMINE 

\ _<*. ....V^. Phs: € \r%...^ C. 

Pl$5'ATI5FlED HEREWITH MATERIAL AV-WELUAS .|T:Ml/ST:BE PREFERENCE MORETHAN 

7 <» 1<< a^ ^\s> 

WEW'YORKXITy THAT .YOUR THERX:ARt YOU: HAVE: BEEN YOU: W I LU FAVOR: US 

2. Quite a diversity ot opinion exists among authors and stenographers 
as to the value of phrasing, some making very little use of it and others 
carrying it to extremes. If experience has taught the author of this book 
anything at all, it has taught him that phrasing is a very valuable feature of 
shorthand. It is safer, however, to take a middle ground in the matter, and 
not go to extremes one way or the other. Moderation is good in almost 
everything el c e: why should it not be good in phrasing? 

3. " It must be constantly remembered that shorthand is a time-saving 
device, and therefore anything that makes it swifter without decreasing its 
legibility should be made use of. Certainly no one will argue that a phrase 
like as: well: as is not legible, and really no sane person would say that these 
words cannot be written more quickly in this form than separately. The 
whole matter is that words coming together naturally and easily should be 
phrased, but no attempt to phrase them should be made unless they do; for 
if it takes even a fraction of a second longer to write them as a phrase than 
to write them separately there would be no possible object in phrasing them. 
Keep in mind the fact that you are phrasing to save time, and reject all 
phrases that occasion the least bit of hesitation or confusion. 

4. It is hard to make iron-clad rules for phrasing, for the reason that 
it is often desirable to break them, but in order to have a foundation upon 
which to work let us, as far as possible, abide by the following: — 

a. Phrase only such words as frequently come together. 

b. Phrase only such words as are grammatically related to each other. 

c. Phrase only such words as can be joined readily and easily. 

d. Do not join too many words, and take especial care not to extend 
phrases too far above or below the line of writing. 

5. It is sometimes puzzling to tell how many words there are in a phrase; 
that is to say, to determine where one begins and the other leaves off. It 
will help you to make them out if you will try them in different ways. Your 
first idea as to the number of words and their division may not be correct. 
It may not be a phrase at all— perhaps it is just one word. Don't get an 
idea fixed in your head, and try to make your shorthand come around to 
that idea. Take a new tack. It is wonderful what you can do when you 
start to think. The world is yours if you will only think. 



Reading Exercise. 







:.%** 



rrO 



&!;>f: 





f^~\A 




Writing Exercise. 
1. Winters &: Co., New: York: City. Dear: Sirs: — In: response 
to: your: letter of: the 20th: instant, I: beg: to acknowledge receipt: 
(of) your price: list. After giving it: a careful examination, I: am 
under: the impression that: your prices and: terms are: very: reason- 
able. However, it: must: be remembered that painters, plumbers, 
and carpenters of: this vicinity usually order their supplies from 
Chicago, as there: is: a big difference in: transportation charges. I 
believe there: will: be: no especial advantage in: ordering supplies 
from: you unless yours are superior in: every: way. However, I: will 
give: them a: trial in: a: few: days, and: shall then determine what 
course to: take. There: are: a number of painters in: this vicinity 
who: are dissatisfied with: the Chicago houses, and: if everything 
else were equal, so that supplies from: your house delivered here would 
cost no more: than those from Chicago, I: am: sure it: would: be pos- 
sible to secure some large orders. Herewith I inclose, you: an order 
for supplies which I: can use as: soon: as they arrive, and: Itrustyou: 
will give: the same your best attention. I also inclose money: order 
for $56.75, which I believe is correct. Very: respectfully: yours, 
Walter Anderson. 



The Halving "Principle. 

1. This is the most important principle in shorthand, for by its use we 
add something by taking something away. Under certain conditions, any 
stroke may be made one-half its visual length to add the sound of t or d. 
Generally, the sound of t is added to the light strokes and d to the heavy 
ones, but there are many exceptions to this rule. 

2. The r should never be halved when standing alone, but it may occa- 
sionally be halved when it begins with a hook, circle, etc. The h "should 
never be halved when standing alone, but it may occasionally be halved when 
it ends with an f or v hook. It will probably never be necessary to halve 
the w, and rarely the y. 

3. Under no circumstances should any stroke be halved unless it makes 
a reasonably good angle with the preceding or following stroke. When strokes 
are halved or doubled, the usual rules for joining them may be disregarded in 
order to secure good angles. Keep in mind the fact that good angles are 
necessary to legibility, and therefore avoid obtuse angles as much as possible. 

4. Half-lengths are vocalized the same as full-lengths, and no vowel 
can be read after the sound which is added by halving; therefore the stroke 
t or d must be used in all words like pity, duty, body, toddy, etc. Words of 
similar consonants, like lot and allot, may be distinguished by using the full 
length strokes in the one which begins with a vowel. 

5. Upright half-lengths in the first position are placed so that the bottom 
of them will be half a space above the line; horizontals are placed a full space 
above the line. In the second position uprights and horizontals rest on the 
line. In the third position all half lengths go under the line. An occasional 
exception may be made to this rule in the case of upright half lengths pre- 
ceded or followed by other strokes. Full length uprights in a word always 
take the position, as in the word abounds. 

6. When half-lengths make no angle at all with preceding strokes, they 
should be disjoined, as in dated, traded, etc. Words like looked, select, liked, 
etc., must be written with full-lengths. 

7. The disjoining principle need not be confined to half-lengths, for it 
renders many words more legible to separate them wherever a bad angle 
occurs. This applies especially to words that are really two words, but are 
written in English as one, such as overeat, overtax, etc. 

Examples of the Rules. 

y.£:::,£ ^ v :..?:.. .v..h.. * 

v ' ■ V H 

Fits; beds; puts; gifts; cautioned; bounds; abounds; splints; sprints; dated; heaved. 

8. The outlines in the above examples should be studied very carefully, 
especially with a view to learning the order in which the vowels and conso- 
nants read. A very common mistake is to read the s before the t or d in 
words like gets, beds, etc. 

9. When there is a choice of halving two strokes, generally the last one 
should be halved, as in the words splendid, appointed, landed, etc. ; but this rule 
need not be followed if a better outline is secured by halving the other stroke. 

-80 — 



Reading Exercise. 



X 



^ 



r /' <> 



v W 4 



-So. 



V < 



V" 'tv 






* S «* r 



^.J^:. .>^.k..^: 






v 






*=? 




i 



Writing Exercise. 

1. Pete, pate^ pat, kite, cut, cat, late, let, lit, tight, Scott, skate, 

2. Scat, bat, sheet, shut, shad, spite, sped, spat, plait, treat, trade, 

3. Tried, pain, pained, point, appoint, penned, pant, gained, 

4. Purled, abaft, bent, event, vent, venture, vainer, refrained, 

5. Restrained, chained, unrestrained, unredeemed, intrude, 
. 6. Entreat, untried, unjust, disturbing, undisturbed, instinct, 

7. Punctual, unpunctual, defrayed, infringed, delight, treated, 

8. Dreaded, freighted, belated, bidden, unbidden, arrested, 

9. Unrested, light, alighted, lot, alloting, alloted, allotment, 

10. Mental, mind, minding, minded, pitted, baited, hated, heat, 

11. Heave, heaved, derived, awaited, waded, mated, unlighted, 

12. Unlit, enlightenment, infringement, retreat, retire, retirement, 

13. Believe, believed, demand, admitted, unrequited, blinded, 

14. Blinder, star, start, starred, starry, fared, ferry, failed, jilted, 

15. Cent, incentive, retentive, allowed, loud, loudly, lately, 

16. Slightly, slighted, remit, unremitted, remote, heated, hived, 

17. Waved, awakened, barred, sparred, stir, straight, stirred, 

18. Fairest, enlisted, advisement, enforcement, displayed, scent. 



— 81- 



Word=Signs, Etc. 

1. In this list some of the half-length words-signs are introduced, and 
great care should be taken not to make them too long. Remember that your 
full length stems are the standard of measurement. Therefore it follows that 
your half lengths should be only one-half as long, your quarter lengths (the 
vowels and vowel word-signs) just one-quarter as long, and your double- 
lengths twice as long. It is very important that you make proper distinctions 
in length. Shorthand can be read if written without any shading whatever, 
and even without a line of writing, but if the right proportion of the lengths 
is not preserved it will be very difficult to make it out. There is one exception 
to the rule for preserving the correct length of strokes. Sometimes we half 
length a stroke when we really do not wish to add t or d, as for instance the 
fr in the word friend. This principle will be explained more fully later. 



* • -•-•- * 



,ACCORD-WC-tY ACCURATE ALREADY BOARS -C0ULO .GENTLEMEN GOOD MATTER-Etf 

..;.; „-.-.>... .Coms: V>, . .. 

iOUQHT ^ PART PARTICULAR-LY PROFIT SHORT SOMEWHAT SPIRIT 'SUBJECT BEFOREHAND 

PRpPHET (N.andV.) 

../\...^..r~i C. . :V. .^^.. i ..v... 

' HARD INTO KNOWLtDCE NVY5LLF PROFICIENT WHETHER AT-HAND BETTER.'THAN 

WEATHLR 



^ ^■■■■^ r^ : .^,.J 

^HAS'.BEEN lAM.Ai3LE-.T0 T:AM: IN". EARNEST IN: REGARD LET- US:KN0WMAY:8E:A$$VftED! 

_o>v ..-. sf~ . . . Wjx . .^ ;, A°^. . ./V 

' \§LHT:Y0li to:ME TYPEWRITING: OEPT. ^Y0UNG:MAN YOVR:RECENT':fAV0R /will:N0T:08JECT 

2. The word to may occasionally be added by halving, as in the phrase 
/.• am: able: to; and in may be added by the n hook, as in the phrase // am: 
in: earnest. If a word is written with a stroke that can be turned two ways, 
it may be inverted or reversed in order to distinguish it from a conflicting 
word. Thus the word sent may be inverted to distinguish it from send. The 
words him and me may be distinguished in phrasing by writing him down- 
ward and me upward. 

3. Stroke d struck through a preceding word stands for department. 
The word not may be added to any word by halving it and adding the n hook, 
as in the phrase will: not: object. 

4. Where the past tense of a word-sign or contraction is not given, it is 
added in the usual way, by halving, by means of st loop, etc. Advanced 
writers may omit indicating the past tenses where any loss of speed is 
occasioned, as will be explained later. 

5. In studying this and following lessons, frequent references to the full 
lists of word-signs and contractions will be found helpful. No mention was 
made of these lists before reaching this point, for the reason that the prin- 
ciples involved in the words contained in them had not been explained, but 
you are far enough along now study them intelligently. 

— 82 — ' 



Treading Exercise. 








v.\^L. 



VT 



i^ 



_,^.C,Y/ 




}_-°/V 



fr.<i±D. 






:w\ 



^^.^A^^l^./^^.A 



df.v; 



w* 



<T^ 



V 



2, 



^ 



^ 



Writing Exercise. 
1. Mr. J. A. Dunn, Montgomery City, Mo. My: dear: Sir: — 
Your: recent: favor is just at: hand, and: in: response: (to the) same 
would: say that: we: have sent: you under: separate cover our latest 
catalogue. We trust in it you: will: find all: the information you 
desire in: regard to: our: terms, etc. According to: our calculation, 
it: will take: you at: least eight months to become: a thoroughly pro- 
ficient reporter, and: if: possible you ought: to devote even more time 
than this to: the study. It: is particularly desirable that: you spend: 
a part of: your time in: the typewriting: department, for: you: could: 
not possibly spend your time to better advantage. A young: man 
can: do nothing better: than to devote a good: part of: his means 
toward the acquirement of: an education, and: it: is somewhat doubt- 
ful whether or: not one can carsy on: a business of: any: kind with: 
profit without: it. We assure: you that if: you attend our school you: 
will acquire: a thorough knowledge of: the different subjects you may 
take: up. If: you desire: us to: look: up a: boarding: house for: 
you, kindly let: us: know beforehand, so: that we: can: have every- 
thing in: readiness for: you. Yours: very: truly, The Bryant & 
Stratton College: Co. 



-83 — 



"Prefixes and Affixes. 

1. The sound of con, com, coun, or cog is represented by a short oblique 
tick at the beginning of outlines. It may be written in any direction, and is 
usually straight, but when preceding a circle it should take the direction of 
the curve of the circle. It is made heavy for the prefix accom. No vowels 
can be read before the prefixes. 

2. All of the above-named sounds and the sound of cum may be indicated 
in the middle of a word by disjoining the strokes at the point where the sound 
occurs, and placing the disjoined stroke close to the preceding one. 

3. The prefix magna, magne, or magni is represented by the mg, and 
fore or for by the stroke f . 



Examples of the Prefixes. 



I 



r- 



^.. 



i. 



Conduct; common; counsel; cognate; concern; construct; accomplish; uncontested 



3--t 



...3....^ 



C -L... 




Incomplete; encumbrances; unaccommodated; magnitude; magnanimous; foretell; forget. 



4. The affix ble or bly is represented by the b, but this should be done 
only when the bl cannot conveniently be made. Fore, for, ful, or fully is 
represented by the f , but the fl should generally be written for ful or fully. 
Ship is represented by the sh, disjoined if necessary, and ever by a v. 

5. The affix ality, ility, arity, or erity is represented by disjoining the 
consonant which immediately precedes the sound to be added. It is preferable 
to use the half-length bl for ility in such words as stability, reliability , etc. 
The affix self is represented by a small circle, and selves by a large one. 



Examples of the Affixes. 

\...^....'So\./q- 



fx ...r\. .p.. .** 



{ 



Seasonable; sensibly; suitable; vitality; sensibility; vulgarity; prosperity; instability. 



^ 



\..r;..s- ■■* 



Painful; township; friendship; heretofore; therefor; himself; ourselves; whenever. 

6. Many of the words having prefixes and affixes are so long and of such 
distinct outline that it is unnecessary to write them in the correct position, 
and they may safely be placed on the line. 

7. Beginners should use the stroke f as a prefix or affix only in very 
common words, but advanced writers may make a more extensive use of it. 

8. In actual work, the prefixes con, com, etc., are seldom written, but 
are implied by writing the word in which they occur close to the preceding 
word. This principle will be illustrated in the next lesson on word-signs. 



— 84 



Reading Exercise* 



*-— ?> <rTT~£ Z~v*' 




\V / ,S.-."^\"^:^\i^ 






Writing Exercise. 

1. Contains, condense, consume, consolation, composing, content, 

2. Contention, conceive, contingent, complex, complication, 

3. Consideration, considerate, composition, composite, 

4. Complement, complain, compare, comparison, compress, 

5. Compromise, comply, compel, compensate, compensation, 

6. Common, connection, communication, cognizant, cognomen, 

7. Cognizance, council, counselor, counterpart, countenance, 

8. Countersign, ccuntervote, accommodation, accommodated, 

9. Unconsoled, unconcerned, uncommon, unconscious, 

10. Unconfounded, inconstant, unaccomplished, magnifying, 

11. Magnitude, magnificence, magnetic, foreboding, forbidding, 

12. Unencumbered, encumbrance, flexibility, inflexible, blamable, 

13. Unable, inability, stability, vulgarity, discontinue, insoluble, 

14. Defensible, relationship, horsemanship, combativeness, himself, 

15. Herself, myself, yourself, themselves, disdainful, manful, 

16. Combined, combination, confirmation, confusion, misconstrue, 

17. Unconditional, foregone, forelock, steamship, consulship, 

18. Seamanship, frugality, accountability, feasibility, defeating. 



— 85 — 



Word=Signs, Etc, 

1. This is the last list of word-signs, and when it is mastered your 
troubles will be almost over. All the principles of shorthand have now been 
explained, and with this lesson we complete the rules for phrasing. It should 
be kept in mind, however, that the phrases shown in this and preceding lessons 
are only examples of the art, for hundreds of other phrases can be formed in 
the same way. Also additional word-signs and contractions can be invented 
to suit certain lines of business. That is to say, if you find yourself in a line 
of business where certain words are used over and over, you can get up 
convenient abbreviations for them, and save yourself much labor. 



W5 



* y " . -° .. v .^...v./v.:^..,. 

*AH AWARE AWE BECAUSE BEEN BEGAN BOiLD CHILD GENERAL- LY 

BEGUM 

^ ^ ^ ^ 

IMMEO I ATE : LY IMPORTANT IMPORTANCE INFLUENCE *> ITSELF W LANCUACE 

r~. .^...v-.. ..^?... i.e. 

C_ MARK MILLION NEAR PRINCIPLE REMARK-ED TOWARD VALUE 

PRINCIPAL-LY 

.v. . . \^s. . .Cons:. . >,, :. x ^ . . .TVT . . .Phs:..p 

YETYOUNC* BEHIND HAND WHEREAS FAMlLlAfVLY l AT:ALL 

1 .-^:._. .. k. .. j .... L-. ..,. ;,:.£'/: 

ATTIRST 'AT:0UR CANNCT Can't DIDJNOT DIOnV DONOT DOK't COULD: NOT 

...-,.... V V... "TV..... 

COULDN'T I: CONFESS IF: THERE or IF: THEIR IiTHUNKlTHERE or THEIR, 
or IF: THEY: ARE 



*\ 




p 

I:w\LL:N0T-:COMPLA|N NVAY: NOT MORE-'OR'. LESS OUR: OWN $0N\E:QJHER 

, ^...~ .../ h-:,---^--- 

f T0:HiN\ TO: ME TONIGHT WHICH: ARE W \J\\ : H1NI WITH*. ME 

2. The student should observe that the first sound in words like while, 
wheel, whale, etc., is h, and not w. In shorthand, the hmaybe omitted 
from such words, writing them simply wl. Gentleman is written in the 
second position to distinguish it from Gentlemen. 

3. The words all and will may be added to other words by means of 
the 1 hook, as in phrases like it: will, at: all, etc.; and the words are and 
our by means of the r hook,-, as in the phrases which: are and at: our. 

4. The prefixes con, com, etc., may be implied by writing the remainder 
of the word close to a preceding word, as in the phrases /.• confess and /: will: 
not: complain. The words there, their, other, or they are may be added to 
curves by doubling. The word own may be added by the n hook. 



Treading Exercise. 

/..i^t. ( . ) v t .<i,.L\."> .\v,:.y, vrv y. . 



v . 



.x|\v.).|.^.^. 



U.*C.~$.rf. v .O r^C./<:%.C.LCvr7. 



.^.vy^. "~°. /. >.^^;.).c.y y 




Writing Exercise. 
1. Dear Molly:— I: was glad to hear from: you: and to: learn that: 
you: have left: the days of drudgery behind. I: had begun to: think 
you did: not study your: lessons as: much: as you might. Instruct- 
ors generally complain a: good deal on: that score, I once heard my 
teacher say that if she lived to teach: a million pupils, she didn't think 
she would ever have one who: would study a: lesson too much. How- 
ever, I: think: there are some teachers who: will wait till you: are: dead 
before they: will say anything good about: you. I confess to being 
somewhat inclined to: build air castles tonight, especially as: the hands 
of: the clock draw toward the twelve mark. The influence of: the hour 
itself is enough to: make one dreamy, and: I fear if I: do: not bring this 
letter to: a close soon I: will: be saying odd things. Some: day you and: 
I will: be writing to each other in: a new language, and: then it: will: 
be so much easier, for we: will only have to: make a: few marks to ex- 
press a great deal; whereas now we: have to scribble and scribble, and 
then can't say half what we want to: say. I: think: it: is about time for 
everybody in: the world to: learn shorthand, don't you? Well, I'm 
tired now and sleepy too, and: I guess you: are: the same, so good 
night. 'Affectionately, Lilly. 



— 87 — 



VoWel Indication, Etc. 

The beginner in shorthand must take advantage of every opportunity to 
indicate the location of vowels, and even the advanced writer will find it 
advantageous to do so where it does not interfere with speed. 

The following rules, though having some exceptions, will prove helpful: — 

1. Use full-length strokes to indicate a preceding vowel; thus, write 
abed with the b and d strokes, and bed with a half-length b. 

2. Use full-length strokes to indicate a following vowel; thus, write pet 
with a half-length p, and petty with the p and t strokes. 

3. When a word begins or ends with the sound of s, use the circle, as 
in stay, pace, etc. When a word ends with the sound of z, use the circle, as 
in pays. 

4. When a word begins with the sound of z, use the stroke, as in zeal, 
czar, etc. 

5. When a word begins with a vowel, followed bysorz, use the stroke, 
as in espy, easel, etc. 

6. At the end of a word, no vowel can be read after the s or z circle, 
the st or str loop; therefore use the strokes in words like pussy, busy, dusty, 
pastry, etc. 

7. When s is the only consonant of a word, use the stroke, as in saw, 
sea, sigh, say, etc., and in such words as these, the plural, the possessive, or 
the different persons of the verbs, should be formed by using the circle sorz 
finally. The same rules will apply to the z stroke. 

8. When two necessary vowels, one of which is accented, come between 
s or z and preceding or following consonants, sls in science, scion, Zion, etc., 
use the stroke. 

9. Short words like fail, fair, bear, dare, etc., should be written open; 
that is to say, the strokes should be used. Words like fly, free, flow, fray, 
etc., should be written closed; that is to say, with the hooks, indicating no 
vowel between the stroke and the hook. 

10. Words containing several vowels should be written with a fuller out- 
line than those containing perhaps only one. Thus the word create should be 
written with the k stroke, the r hook, and the t stroke, while crate should 
be written with a half-length k stroke and an r hook. 

11. Whenever it is desired to indicate definitely that a word ends with t 
or d, the t or d stroke must be used, and not the halving principle. This 
distinction is especially useful in writing proper names. Many writers prefer 
to use the stroke d in all words beginning with an 1, followed by a vowel, 
and ending with d, such as laid, lad, etc. This is a good idea, as it plainly 
distinguishes such words from those ending with t. 

12. The sound of p is almost an imaginary one in such words as tempt, 
empty, etc.; therefore it may be omitted altogether. 

13. The k sound may be left out of words like anxious, sanction, etc. 

14. The n hook may occasionally be omitted between strokes in order to 
secure a more convenient outline, as in the word financial. 

15. Silent consonants are sometimes used in shorthand to distinguish 
between positive and negative words. Thus the word unnecessary should be 
written with two n's in order to distinguish it from necessary. 



16. It is often convenient to write deriyative words in the same position 
as the primitive. Thus tax and taxation may both be written in the third 
position, regardless of the fact that taxation is really a second position word. 

17. A very valuable and time-saving principle in shorthand is to shorten 
strokes to which it is not intended to add t or d . Thus in the word uninstructed 
the two n's may be shortened; in the word standard all the consonants may 
be shortened; in the word accepted the p and the t may be halved. 

18. Occasionally a vowel may be inserted to distinguish between words. 
Thus in occupy the i vowel may be used so that the word can be told from keep. 

19. Occasionally words may be distinguished by writing one of them out 
of its correct position. Thus accept may be written in the third position to 
distinguish it from except. 

20. Word-signs may occasionally be used in connection with other words, 
especially to form contractions, but they should rarely be used as a part 
of a proper name. 

21. The half-length r may be made heavy to indicate that the word ends 
with d, and not t. At the end of words, the half-length 1 may be made 
upward for It and downward for Id; as in pelt, pulled, etc. 

22. So far as possible, derivative words should keep the form of the 
primitive, but this rule need not be followed if a better outline is otherwise 
secured. It will frequently be found better to change the form in the 
negatives; thus, the strokes should be used in the word variably but in in- 
variably the r hook should be used. 

The Table of Appendages. 

The student is recommended to study this table thoroughly, as it contains 
a complete exposition of the principles of shorthand. Some of the combina- 
tions shown therein are rarely, if ever, used, but it will do no harm to practice 
them. In the table, some of the circles, loops, etc., are left slightly open in 
order to show the direction in which they are turned, but in writing them 
they should be closed. Where two strokes are shown, the first is preferable. 
The strokes marked with a star can be written in the opposite direction, but 
this can be done only when they are joined to other strokes. 

Review Questions. 

1. Describe the n hook, and give the rules for the use of it and the 
stroke. 2. How is ns indicated on straight strokes? 3. On curves? 
4. Describe the f or v hook. 5. How is the circle s added to it? 6. Can 
a vowel be read after it? 7. Describe the m hook. 8. On which strokes 
can it be placed initially? 9. Can a vowel be read before the initial m hook? 
10. What are the ler strokes, and how are they made? 11. Describe the 
tive hook. 12. Can a vowel be read after it? 13. What is the shun hook, 
and on which strokes is it written? 14. How is the sound of ter, der, or ther 
added to certain strokes? 15. To what stroke is added the sound of ker or 
ger, and how? 16. What is added to a stroke by halving it? 17. Can a 
vowel be read after the sound of t or d added by halving? 18. What are 
the prefixes? 19. The affixes? 



New Century Shorthand. 



Exercise on Votoel Indication. 

The student should try to read the words on the following page without 
reference to this one. Of course some of the outlines will spell more than 
one word, but if a word is read for which the outline would be correct, po- 
sition and all other points being taken into account, it will not be con- 
sidered a mistake. When the shorthand outlines have all been read, cover 
them up, and try to make correct outlines from the words on this page, com- 
paring them with the opposite page when finished. Write them in this 
manner until you can write and read every word on the page without an 
error. This kind of practice will prove of the greatest possible benefit, for 
not only will the correct outlines of all these words be learned, but by under- 
standing the principles upon which they are formed, hundreds of similar 
words can be correctly written. 

1. Nile, nail, newly, defy, deny, funnier, evoke, jovial, sunrise, fix, 
Pacific, vexed. 

2. Spying, stony, suspire, advises, recesses, forester, scenery, mis- 
chievous, musty, wooden, winner, quota, sweetest, pryingly. 

3. Prospering, legal, illegal, logical, illogical, tine, tiny, tiniest, strive, 
fluffy, scale, imply, Maggie, gums, lurch. 

4. Nailer, authoritative, optional, section, sectional, professional, 
illiterate, literary, advancement, tender, tenderer, tenderest, bravest. 

5. Announcement, probationer, insure, feature, misfortune, conquest, 
convict, confectionery, administrative, watchword, instrumentality, senator. 

6. Kindly, century, encounter, vagabond, vacant, universal, unpardon- 
able, dividends, banker, franker, European, bright. 

7. Fantastic, straightener, chancery, chancellor, inventor, frightener, 
divergence, bed, abed, sunstruck, ginger, protective. 

8. Pays, easel, espy, lad, pastry, past, anxious, cruet, crude, conclude, 
Denver, features, czar, bear, bray, try. 

9. Recite, rested, saw, sue, seas, fail, bail, skull, empty, fatty, sanc- 
tion, financial, standard, uninstructed. 

10. Necessary, unnecessary, keep, occupy, accepted, tarred, barred, 
dairy, variable, invariable, troublesome. 

11. Science, scientific, Zion, assignment, pulled, pelt, boiled, mailed, 
melt, toiled, committee, fact, factor, effect. 

12. Factory, disability, inability, duet, pearl, peril, distinct, distinctive, 
distinction, void, avoid, chaos, pantry, pioneer. 

13. Consignment, advisement, pointer, bound, abound, wait, await, 
varies, suspensory, writings, readings, believableness, attorney. 

14. Piano, tremble, afternoon ; forenoon, completeness, buildings, train, 
untrained, unroofed, pleasantly, tonight, morning, identical. 

15. Compensation, brighten, light, alight, enlighten, mindfulness, 
untrodden, dispensary, unfortunately, unlicensed. 

— 90 — 







/&. 



y 



— 91 — 



table of Jlppendages. 

•:s- :- s :$$-;- ssI-st ;-st^;w- :-w ;sw—;—r ; s-3 jss-R I -l \s-l ;~n \ — ns;-N5sj 
Q Q — P Q— -J3 _^p -£=> u — a — (J — c — -6 — CT~ C— - e_- 5 _^ _^ 

P \>^\ovv\ \A\ °\°\ v<\ \. v M 
a S. :.S ^ ^ v ^ \ ^ ^ v \°\\\ \ Vv 

jjj.Hj.rieu UiihiTii rfisfMrr/riTi*' 
.D.Lr.i .^..ir .;..t>.: ^^..^^1.11.1111.1.1 :s : r i r : jIU ij' 

CrMM/MM/VM M/: !. !/*;>!>lvV 

iJZ;./i/°i.(<.:/:/i/.: :>'.;>.; : r^M7v 

f\M:^MM^M: iAM^: H%^p ' 

j H k UM6U i"6 M It bcP ^cWmH"" 

uc.&d$ '-111 M . ;i TjncF 'TocMc! cT~" 

xlii.?J:.^i^iUiilLJi ; .DriZi LMUlZ 

5?! J\j}.$ics\s y .L/.LJ/j; /;^.L.ML^MmZ 

^yi^iJ^U} '£lj3'.^n^yl?J;Z 

4^mS^IZmS^ 

.. <r^ M-& : <5^ M) : ^ : ^> ■~~^* '^-^ ^ ^ ; -O (T^ : ^>3»: 

.h.mZl..mmm. : r.'j .mm i^i^ ; ^; 
w:^m..mm;m. l.u :. m .J mm^ 

y-^:/: -.I'-.r-.r- -; ; \i\ •; ; ; M^v 



— 92 — 



An Explanation of this Table is given in the lesson on Vowel Indication, Etc. 

'.-KSrtf-Fv '~ rs :M— ;_M;— P. '.— TIV'. : — $HN;-SSHn : : -nshn:~wsshn._ J|g : : -to :- J,s :_k,t [_ntsLfj -Fts 



no NO s fd r_a&. 



;.-=>;— ^.-T^*- 


r?'i.T?:.->. 


;_^:— e ■.-©:—<• -e 


:'.— . . 


.. — p 


Ira... 


*^> 


. .«r?. 


-9 


:\ N ^.:\ s : 


iV: 


: \3 : V:V> : V: ^3 


: \ 


: \j 


* 


= > 


\s 


\9 


L^j.NJVL 


iv. 


iNjiNejV.;.^^ 


. ..;.\. 


:.V 


...V 


: .'...V. 


. Vi 


V 


! ' & \ I • I j 


;.j ; 


i.l/Hii^^ 


. ;'.:. 1.. 


: \> 


: ,1 


' cJ 


: I 


■ b 


U.;l:LtJ:: 


; J : 


; U : t . : <b ' dl : a> 


! 


;..!>.. 


:..J... 


J 


: .1.. 


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-93 — 



Word=Signs. 

Arranged According to the Longhand Alphabet. 
All of these word-signs have appeared in the preceding lessons, and you 
should know them; but for fear you do not, you may go over them again in 
the following manner: Cover this page, and see if you can read them all 
from the shorthand; then cover the shorthand, and see if you can make them 
all from this page. In the same manner, practice reading and writing them 
from the end back towards the beginning. 

1. A-an-and, accord-ing-ly, accurate, advantage, ago, ah, aim, all, 
already, am, any, appear, are, as, assure, awe, aware, be. 

2. Because, been, before, begin, began-begun, beyond, bill, billed-build, 
board, call, can (v), care, child, could, deal, dear, deliver-ed, difler-ence-ent, 
difficult-y. 

3. Do, dollar, equal-ly, ever, every, eye, favor, fill, first, for, from, full-y, 
general-ly, gentleman, gentlemen, give-n, good, has, have, he, hear-here. 

4. Him-home, his, happy-hope-d, hour, how, however, I, immediate-ly, 
importance, important, in, influence, is, it, itself, language, large, long, 
mark-ed. 

5. Market, matter-ed, may (v), member, man, men, mere, million, 
more, Mr., much, near, now, number, O-oh-owe, object (n and v), of, one, 
once-ones, opportunity, or. 

6. Order, other, ought, our, over, part, particular-ly, possible, principle- 
pal-ly, profit-prophet, remark-ed, remember-ed, satisfy-ed-actory, several, 
shall, short, should, somewhat, spirit, subject (nand v), sure-ly, tell, thank- 
thousand, that, the, them. 

7. Their-there, thing, think, this, those-thus, though, till (prep), to, 
to: be, together, too, toward, truth, United: States, usual-ly, value, very, was, 
we, were, what, when, which, who, whole, whom, will (v), wish, with, 
without, would, year-s, yet, you, young, your. 

The same Word-Signs arranged according to the Shorthand Alphabet 

1. Accord-ing-ly, accurate, because, call-equal-ly, can (v),care, could, 
mark-ed. market, ago, begin, began-begun, give-n, good. 

2. Together, appear, happy-hope-d, opportunity, particular-ly, part, 
possible, principle-pal-ly, profit-prophet, spirit, be, been, before, bill, billed- 
built, board, mem ber-remember-ed , object (n and v) , subject (n and v) , to: be. 

3. It, itself, satisfy-ed-action, tell, till (prep), toward, truth, advantage, 
deal, dear, deliver-ed, differ-ence-ent, difncult-y, do, dollar, child, much, 
which, general-ly, gentleman, gentlemen, large, fill, first, for. 

4. From, full-y, ever, every-favor, have, however, over-very, several, 
value, thank-thousand, think, with, other, that, them, their-there, this, 
those, thus, though. 

5. Was, assure, shall, short, sure-ly, usual-ly, wish, number, whole, will 
(v), aim-may, am-him-home, immediate-ly, importance, important, man, 
matter-ed, men. 

6. Mere-Mr., million, more, any, in, influence, near, now, one, once- 
ones, United: States, language, long, thing, young, are. 

7. Aware, order, our-hour, remark-ed, hear-here, year-s, your, awe, of, 
to, all, too, the, a-an-and, already, O-oh-owe, ah, he, ought, who, whom, 
or, should, I-eye, you, how, as-has, his-is, we, when, without, what, were, 
would, beyond, yet. 

— 94- 



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— 95 — 



Outlines and Contractions. 

The student should practice reading the shorthand outlines until they 
can be read without the slightest hesitation, reading first from top to bottom, 
and then in the opposite direction. Next, practice writing the words on this 
page in both directions, comparing the outlines each time with those on the 
opposite page. If any of the words are incorrectly written they should be 
practiced over and over until they can be made quickly and correctly. 
Many of the words in this list are simply derivatives of word-signs, and 
some of them are introduced simply to contrast them with word-signs. 
Where the past tense is not given, it can be formed in the usual manner, 
that is by halving, adding the loop, etc. 

1. Address (n), advertise-ed-ment, advertiser, America, American, 
almost, Almighty, afterward, altogether, anything, although, anywhere, 
anybody, always, addition, article. 

2. Awed, appearance, accordance, accorded, acknowledge, anyway, 
accurately, accuracy, astonish-ment, assurance, assuredly, agency, account-ed, 
awhile, advantageous-ly, beforehand, belong, by. 

3. Boarded, boarding, behindhand, billion, between, behind, beginner, 
character, characteristic, cared, cost, caused, car, charge-d, capable, 
capability. 

4. Circumstances, consequent, consequently, children, childhood, 
childlike, carelessly, called-equaled, careful-ly, cannot, correct, corrected, 
correction, characterize, collect. 

5. Collectible, continuance, cordially, commission, commissioner, 
during, develop, dealt, delivering, deliverance, delivery, discount, deficient- 
ly-cy, dissatisfy-ed-actory, discharge-d, determine, equalize, equalization, 
equality. 

6. Eloquently, everything, emit, emotion, emigrate, experience, explain, 
express, entire, everywhere, especial-ly, everybody, establish-ment, expecta- 
tion, event. 

7. Enormously, economic-al, economy, erstwhile, electric-al-ity, feature, 
future, familiar-ly-ity, form, former, function, frequently. 

8. Forward, farewell, forgotten, forgive-n, filling, fullness, forever, 
forthwith, forage, firm, farm, firstly, govern-ment, gave. 

9. Governor, God, guide, giver, gentlemanly, gently, hitherto, happy, 
happen, happiness, himself, hopeless, hopelessness, handsome, hundred. 

10. Heard, hard, herewith, herein, hereon, hereof, hereto, hearer, human, 
.hand, influential, influenced-instant, inquire-y, idea, Iowa, iota, immoral. 

11. Immoderate, immaterial, immature, irresistible-y, irresolute, immi- 
grate, irregular, inform-ation, indebtedness, invaluable, impossible, incorrect. 

12. Into, industrious, improve-ment, inevitable-y, introduction, impos- 
sibilty, January, June, July, kingdom, knowledge, little, largely, larger, 
largeness, longer. 

13. Longest, longed, longingly, letter, leather, liberty, mistake, mistaken, 
mercantile, mature, motion, migrate, meantime, meanwhile. 

14. Mortgage, Massachusetts, moreover, myself, material, month, Messrs, 
minister, Missouri, Milwaukee, next, never, nevertheless, notwithstanding, 
natural-ly, New York. 

15. Nothing, neglect, nobody, nearly, nearer, nearest, newly, newness, 
nowadays, New Orleans, Newark, New Haven. 



— 96 — 



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Outlines and Contractions— Continued. 

These pages are to be practiced in the same manner as the preceding ones. 
Many derivatives can be formed from the words shown here by simply adding to 
or subtracting from the outlines. Thus, from the word signification the words 
signify ■, signified, significant : , and significance can readily be formed. In the 
derivatives, the word in will generally be written with then hook, and on with 
the n stroke. In words ending in the second position, like thereto, the word- 
sign for to will be attached; and the word of will be detached, as in thereof. 

1. Occur, obey, Ohio, oil-y, omit, objection-able, objective, overawed, 
overcome-came, overlook, overwhelm, overrule, one's self, otherwise. 

2. On, organize, organization, onto, often, oftentimes, ourselves, Omaha, 
Oakland, October, opinion, phonography, postpone. 

3. Postponement, postage, payee, protection, production, peculiar-ly- 
ity, perform-ed-ance, per, perhaps, persuasion, prohibit, profited, profitable-y, 
public, publication, publicity. 

4. Proper, property, probable-y-ity, practice, practical-ly, predecessor, 
proficient, perpetuate-al-ly, proximo, Pennsylvania, Philadelphia, Pittsburg, 
Providence, Patterson, Portland, Portsmouth. 

5. Question, quality, qualify, quantity, Quincy, recommendation,, 
represent-ed, representative, respect-ed-ful-ly, respective-ly, require, request, 
return, resistible-y. 

6. Resolute, reader, regular-ity, regulation, regulate-d, rather, relief - 
relieve, rely, reliance, reliability, Republic, Republican, remembrance, 
relation, relate, relative. 

7. Rail, remarkable-y, remove, remain, remainder, Rochester, Rich- 
mond, representation, respectable-y, suggestion, stenographer, surprise, 
somehow, something. 

8. Support, separate, similar, smaller, subjection, subjective, seriously, 
severalty, sureness, surety, shortly, shortness, snorter, somebody, speculate,, 
speculator. 

9. Secretary, sway, signification, special-ly, sufiicient-ly, schedule, 
St. Louis, Syracuse, Scranton, Springfield, social-ly, specialist, testimony,, 
testimonial, transcript. 

10. Transportation, trustworthy, tomorrow, today, therefor-fore, thereby, 
therefrom, till (v) telling, teller, thinker, thanker, thankfui-ly, thankless , 
themselves, throughout, thereafter, thereto, thereof, therein. 

11. Thereupon, thereon, typewriting, typewriter, Toledo, Troy, Trenton, 
Tacoma, Topeka, Tuesday, Thursday, territory, territorial, untoward, 
understanding, understood. 

12. Undertaken, unusual-ly, usual-ly, up, unequal, unequaled-uncalled, 
unforgotten, unwilling, unaware, unimportant, unimproved, unmarketed, 
uncorrected. 

13. Unnumbered, upon, unwelcome-d, unwell, unwholesome, unavoid- 
able-^, Utica, venture, virtue, valuable, valueless, valuables, valued, visitor, 

14. Within, withdraw, withheld-hold, whenever, whatever, wherever, 
whoever, whosoever, whomsoever, writer, western, westward, why, will (n), 
willing, wherewith, wherewithal, wherefore. 

15. Wheresoever, whereupon, whereat, whereas, wherefrom, wholesale, 
Washington, Wednesday, whether- weather, yesterday, yours-yourself, your- 
selves, younger, youngster, youngest, yearly. 

— 98 — 



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Table of Useful Phrases. 

A valuable distinction may be made in such phrases as "didn't" and 
"did not" by using the hook in the former case and the stroke in the latter. 

1. And the, and he, and a-an, and is-his, and as-has, and is a, and as 
a-an— and has a-an, and is the, and as the-and has the, is the, as the-has the, 
or a-an, should a-an, or the, should the, all the, of the, to the, of a-an, to 
a-an, and that the, and that a-an, by the, and for the, in the. 

2. Is a, as a-has a, have the, think the, are the, with the, with a, was 
the, was a, to be a, during the, until the, from the, after the, under the, 
take the, make the, like the, can the, but the, say the. 

3. Give a, give the, go the, try the, build the, board the, anywhere the, 
call the, and you, and you are, and we are the, and they are the, and they 
will be the, building a, constructing the, on which the. 

4. And do the, he does, he had, he is, he is not, he has, he has hot, he 
has not been, he was ready, he would be, he would not, he shall, he shall not, 
he will not be, he can, he says, he goes, he has been, he can have, he can go. 

5. I am, I am glad, I am not, I will, I will not, I shall not, I am not 
inclined, I am not convinced, I enclose, I had not, I must be sure, I have 
said, I have not. 

6. I think you will, I hope you will, I am sure there is, I am very well 
pleased, I had been, I am sorry, I am certain, I am not in the, I will leave 
you, I am in doubt, I give you. 

7. We are, we are trying, we are in earnest, we are not, we are not inclined, 
we are not willing, we will try, we are sorry, we are unwilling, we are aware. 

8. You are wrong, you are in the, you are not, you should, you should 
be, and you should, you should endeavor, you should not think, you must 
know, you must try, you must not, do you know, did you know the. 

9. As has-has as, is his-his is, as has been, at first, at any rate, at last, 
at least, sub-agent, special agent, Improvement Association, Singing Society, 
Investment Co., Express Co., War Department, Railroad Co., General 
Manager, General Agent, General Superintendent. 

10. As well, as many as, as far as, better than, sooner than, rather than, 
at all events, longer than, over and over, again and again, letter of credit, 
in order that, to be able to. 

11. As fast as, he is confident, the confidence, is composed, for the con- 
fession, greater than, their own, your own, any one, no one, of course, at 
owner's risk, at sender's risk. 

12. In such a manner, on the other hand, to the contrary, in other words, 
able to make, more than, Reception Committee, mustbedone,of him, of me-my, 
to myself, to himself, of themselves, to themselves, of those, of these, of this. 

13. Did you mention, did you mean to say, did you ever, have you been, 
you have been, we have been, we have not been, we should have been, you 
should have been, they have been, he would have been, they would have 
been, she would have been, it might have been, you might have been, I 
might have been, they might have been. 

14 and 15. Andrew Stonewall, Esq., Sup't of Construction, Great 
Northern Railway, Omaha, Neb. Dear Sir: — Herewith find vouchers 
for months of February, March, May, July, September, November and 
December, and please remember hereafter to send your accounts in on Mon- 
days, Fridays, and Saturdays. Respectfully. 

— 100 — 



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Useful Phrases — Continued. 

Many words which are written fully when standing alone, may be abbrevi- 
ated when joined to others in phrases. In fact, the student should always 
bear in mind that many words may be written in different ways in shorthand. 
Even in longhand words are sometimes spelled in two or three different ways. 
In writing shorthand, keep in mind the fact that you are using geometric 
lines instead of letters to represent words, and that there can be no objection 
to your representing these words in different ways, so long as you do not 
violate any of the principles of shorthand. Learn to read without lines. 

1. As it — has it, is it, as plain as possible, at length, as long as, above 
all, Attorney General. The activity of those who are enterprising is worthy 
of imitation. Answering yours of recent date. 

2. Be there with the certificate at 10:30 p. m. Be sure to send the one 
car 1x4, 1st and 2nd clear, at $18.00. By next mail. 

3. Car of 7/8x4, 1st and 2nd clear, S 2 S and E, goes forward to- 
morrow. Charter Party was sent to you at Meriden, Conn. 

4. Do you send goods C. O. D. Did the doctor detain the patient very 
long. Democrats of the Democratic Party usually rejoice over the defeat of 
the Republican Party. Discriminate between the good, bad, and indifferent. 

5. Entertain the extraordinary people elsewhere, please. Inclosed find 
invoice and bill of lading for car of bran. Enter our order for ten tons. 

6. For many reasons, use the following abbreviations: extempore — 
extemporaneous-ly, embarrass, expression, furthermore, indiscriminate, dis- 
crimination, irrespective, prospective, perpendicular-ly, and the phrases, 
free on board and for instance. 

7. Give me one month's time, and I will pay the bill. Give us your 
very best terms. Give him your lowest possible rates. Get their highest and 
lowest prices. 

8. Hold the goods until we telegraph or telephone. He will call upon you 
at least by the 15th instant. His word is as good as his bond. He is all right. 

9. It will not be, in some other way, is it not, in your city, in order to, 
inasmuch as, I may, I may be, in your judgment, in spite of everything. I 
wish you would send us seven tons of anthracite coal at once, and oblige. 

10. Just now we can quote you very low rates on soft, or bituminous coal. 
Keep us posted as to current events. Kindly remit us amount of your bill. 

11. Less than. Let us have your response by wire. Make us a firm offer. 
Manufacturing Co., Mrs., no sir, no doubt, National Bank. Do not neglect 
your duties. 

12. Ought to be, ought not, or not. On the 25th proximo I will be in 
your locality. Of your city, of this city, on all occasions, on account of that 
occurrence, of this section, on that day, on every side. 

13. Perhaps it is wise to use contractions like prospect, proportion, pho- 
nograph-ic, possibly, particularize, etc. Question the right of anybody to do 
wrong. Quote me immediately. 

14 and 15. Rest assured he will be ruined if his contract is not renewed. 
Railway Co. The refrigerator is returnable. References must be given. Such 
words and phrases as sir, self-control, substantial, sometimes, to us — to his, 
undoubtedly, who had— who do, Wisconsin, what is, Waukenphast, with 
reference, which is to be— which has to be, why, with all, etc., are very 
useful, and should be practiced faithfully. 

— 102 — 



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■103 — 



New Century Shorthand. 



The Art of Treading Shorthand. 

Shorthand, if correctly written, can be read with ease, but it frequently 
happens that one is called upon to read badly written notes, sometimes so 
badly written that their interpretation seems almost a hopeless task. A 
shorthand outline should first be read exactly as it is written, and then if 
it will not make a word other schemes should be resorted to. Perhaps it is 
too long; try it short. Perhaps it is too short; try it long. Perhaps too 
heavy; try it light. Perhaps too light; try it heavy. If it has circles, loops, 
etc., they may be too large or too small. If it has hooks, perhaps they are 
on the wrong side. Try a vowel before it. This is a very important sug- 
gestion, and will often solve the problem instantly. Perhaps 99 beginners 
out of 100 never think of trying to read a vowel before an outline. 

Often in shorthand a preceding vowel is indicated by using strokes in a 
certain way, but sometimes no such indication is possible. If a vowel before 
an outline will not give you the word, try an intermediate vowel, and if that 
fails, try a final vowel. Remember, it must have a vowel somewhere, for 
every word has a vowel. Perhaps it is more than one word. Cut it up into 
bits. Other schemes too numerous to mention may be tried. Never give 
up. Try again. Think again. Thinking is a wonderful thing. Every 
problem thought out strengthens the mind and makes future problems easy. 
Every time you give up, and perhaps get some one to help you, your ability 
diminishes, and finally you can do nothing without assistance. 

Often you can catch the meaning of a word by reading ahead. One 
word in a sentence may give you a clue to the whole sentence. If a word is 
in a certain position, remember that its accented vowel is in that position. 
If it is in the first position, for instance, use all the first position vowels in con- 
nection with it, trying them before, in the middle, and at the end of a word. 
You will see by this how necessary it is to know the vowels thoroughly, to 
have them so fixed in the mind that you can say them in their proper order 
without hesitation. 

It may occur to you that the word is written incorrectly, perhaps in the 
wrong position. That may be, but the chances are it is written right, but 
you are on the wrong track in reading it. Practice reading everything you 
write. Keep at it until you can read it as fast as you do longhand, Try 
reading your shorthand backward, and even upside down and backward* 
It will sharpen the wits, and make it seem easy to read right side up. 

Sometimes when you can't read a word in shorthand, it is because you 
do not know it in longhand. A stranger to you in the hieroglyphics you have 
been familiar with since childhood, it becomes a double stranger to you in 
the rather unfamiliar hooks and crooks of shorthand. What is the remedy 
for this ? Study. When you read, make up your mind never to let a word 
go by without knowing its meaning, how to spell it, and how to pronounce 
it. It is remarkable how soon you will acquire a large vocabulary in this 
way. In closing, the author wishes to impress on you one thought: any one 
who is intelligent enough and industrious enough to become a fair English 
scholar, can easily make a success of shorthand; and no one lacking these 
qualifications can ever do much with it, no matter how easy it is to learn. 



— 104 — 



Selection of Outlines. 

A great measure of your success as a stenographer will depend on 
your ability to construct good outlines, and, when following a rapid speaker, 
to construct them quickly. Correct outlines for nearly all the words in com- 
mon use are given in this book, and in your writing you should follow them 
as closely as possible. However, when writing from dictation if you should 
use an outline that is not strictly correct, do not stop to change it. Try to 
do better the next time you write it. If you make an outline that is wholly 
incorrect, do not erase it, but cross it out and rewrite it. 

The three principal things upon which a shorthand outline should be 
based are suggestiveness, brevity, and ease' of execution. Upon the sugges- 
tiveness of an outline depends its legibility, and it must constantly be kept 
in mind that shorthand is of no use unless it can be read. Almost any one 
can learn to write shorthand, especially if permitted to write slowly; but to 
write new and difficult matter at a high rate of speed, and to write it so 
that it can be read with certainty is quite a different thing, and requires a 
thorough knowledge of the subject, a good education, and considerable 
manual dexterity. 

In order to illustrate the selection of good outlines, let us consider the 
following words: — 

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Star; starred; stray; strained; straighten; astray; history; estuary; penny. 

Star. — The circle indicates that the word begins with s, the stroke r that 
there is a vowel between the t and the r, and the light r that it ends with r. 

Starred.— Same as star, with the exception that the half-length heavy r 
indicates that the word ends with d. 

Stray. — The circle s indicates that the word begins with s, and the triple 
consonant, str, that there is no vowel between the t and the r. 

Strained. — The circle s and triple consonant the same as in stray, the 
half-length indicates the addition of t or d, and the n hook that there is no 
final vowel. 

Straighten. — The circle s and triple consonant the same as in strained, 
and the n stroke indicates a vowel preceding the n, and that the word does 
not end with t or d. 

Astray.— The stroke s indicates a preceding vowel, and the double con- 
sonant, tr, that there is no vowel between the t and the r. 

History.— The h may be omitted in common words; the stroke s indi- 
cates a preceding vowel, and being a half-length, that there is but one 
vowel between the t and the r; the heavy r indicates a following vowel. 

Estuary. — The stroke s indicates a preceding vowel; the stroke t that 
there are two vowels between the t and the r, and the heavy r that there is 
a following vowel. 

Penny. — The stroke n indicates a following vowel. 

The student may write the following words, giving a reason for each 
character used: — 

Store, paced, pastor, mystery, story, ardent, radient, oyster, rouse, 
arouse^ tend, attend, esteem, assign, retire, retreat. 

— 105 — 



The Art of Writing Shorthand. 

One may understand the principles of shorthand thoroughly, and yet be 
unable to take the dictation of a very slow speaker. There is no doubt though 
that one well versed in correct shorthand principles can in a very little while 
accustom himself to writing from sound, and it is therefore a wise plan to 
refrain from taking dictation until the principles are thoroughly understood. 
Of other studies perhaps only a slight knowledge may prove of use, but 
shorthand is something that cannot be used practically and profitably until 
one has an understanding of the whole subject. Therefore you should resolve 
to master every detail of it from beginning to end, and not add one more to the 
vast number who have such a poor knowledge of the subject that they bring 
discredit to the profession and do injustice to the system used. If you find 
yourself stumbling over certain principles, review them. Make the text-book 
your constant companion. Especially be sure of your word-signs and con- 
tractions. Half the battle is won by knowing them thoroughly. 

The beginner in dictation should keep "close up ;" that is to say, should 
not let the dictator get more than a few words ahead of him. The advanced 
writer, however, should stay some 15 or 20 words behind, as this will give him 
a chance to construct phrases and devise short cuts. Thus it will be seen that 
the ability to retain quite a number of words in the mind while you are 
writing others, and at the same time listen to those that are being spoken, is 
quite an important factor. Indeed, it is the inability to do this that has 
caused the failure of many an otherwise promising stenographer. However, 
the faculty of retaining words may be cultivated. By beginning with a few 
words and gradually increasing the number, it is remarkable how many can 
finally be carried in the mind. 

If the dictation is at such a speed as to permit it, the stenographer should 
insert as many punctuation marks as possible, especially the periods. In 
case of doubt as to the correct mark, the dash (a small cross) may be used. 
Sometimes it is hard to tell just where a sentence ends, for the dictator 
may change his mind and add something else. The use of the small cross 
in such cases will indicate that it may or may not be the end of a sentence, 
to be decided on when transcribing. An occasional vowel may be inserted, 
especially in unusual words or proper names. If there should be a pause in 
the dictation, spend the time in looking over what has been written, correcting 
possible errors, inserting vowels, etc., and perhaps making marginal notes. 
This should convince you of the importance of leaving a good margin on the 
right-hand side of your note book. It will come in handy many times. 

Hold your pencil lightly, close to the point, keeping it almost vertical. 
The more vertical it is, the less likelihood of breaking the point. Curve the 
fingers well; that is, curve them outward at the knuckles, so that they may 
be extended with ease in any direction. Keep the wrist off the table, letting 
the hand rest on the nails of the third and fourth fingers, the arm resting on 
the fleshy part of the forearm, which should be the pivotal point. The hand 
should move from left to right to a point where it feels slightly strained, and 
then swung back with one movement, not shifting the position of the arm in 
the least. The left hand should keep the book steady, and as you get towards 
the middle of the page manage to insert your finger or thumb under the leaf 
so as to turn it over instantly when the page is filled. Write with a light, 

— 106 — 



sketching movement, making the tips of the fingers do the work. Avoid the 
arm movement, except to carry the hand across the page. Nature intended 
the large muscles of the arms for long, slow, sweeping movements, and the 
small muscles of the fingers for quick, light movements. As an illustration 
of this, if you wish to pluck an apple from a bough, you reach up with your 
arm until the hand rests on the apple, and then with a quick twitch of the 
fingers, you break it off. 

Write small. There are so many points in favor of a small, neat hand 
that it is hard to enumerate them all, but a few will suffice. In the first 
place, a great gain in speed is made, for, under like conditions, every one 
will admit that it is easier to travel one mile than two. The end of the line 
is reached less frequently, and therefore the arm is not swung back so often. 
Leaves are turned less frequently, making a great saving in time. Less note 
books are used, making a saving in expense; and as notebooks are usually 
filed away for reference, a saving in storage space. The words being small 
and close together, more of them can be read at a glance, thus facilitating 
their transcription. Words of long outline, if written with large, sprawling 
characters, seem fearfully slow and awkward; but if written with a small 
compact outline, shortening some of the strokes that are not really half- 
lengths, they become quite presentable. Small outlines are artistic, and the 
writer of them makes a better impression on the dictator. Any one who can 
do neat and orderly work in shorthand is likely to exhibit the same traits in 
everything else, and is therefore a valuable assistant. 

It may not always be possible to have a table or desk on which to write, 
therefore it is well to practice writing with your book upon your knee, or 
even standing up. In many offices, the stenographer takes the dictation of 
several persons, moving from one to another, and desks and chairs are not 
always convenient. In taking dictation in this manner, it will be well to 
have a stiff-backed notebook, as this will give you a smooth, firm surface 
upon which to write. 

Train yourself to concentrate your mind on your work, and do not let 
anything distract your attention from what you are doing. Don't anticipate 
what your dictator is going to say; he may say something else, and thus 
disconcert you. Give yourself up wholly to your art, and that is to write 
quickly and accurately just what is being said. If the dictation needs editing, 
you can do that when transcribing. This suggestion brings up a very im- 
portant point. Many dictators want their dictation transcribed just exactly 
as they give it, and will tolerate no changes. In a case of this kind, do not 
correct any mistakes other than your own. On the other hand, there are 
many dictators who rely upon their stenographers to put what they say in a 
presentable shape, and here is where your education will come into play. 

Before starting to take a dictation, be sure that there is plenty of room in 
your notebook, and that you have several sharp pencils handy. It is a good 
plan to sharpen them at both ends; then if you should break a point while 
writing, you merely turn your pencil over and continue. By simply crossing 
out a mistake, your dictator will not know that you have made one; if he 
notices the action at all, he will think it is only a shorthand sign. 

One more thought in closing: pressing hard upon your pencil while 
writing means putting pn the brakes. Take off the brakes. 

— 107 — 



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Abbreviating Principles. 

A great deal of the labor of writing may be avoided by means of abbre- 
viation, and by the omission of certain words. As we become more and 
more familiar with the subject, we can naturally take more liberties with it. 
But this does not mean that we should become careless. Far from it. In 
fact, we must be more careful and thoughtful than ever. Let us now write 
a small, neat, and compact hand, and at the same time train our minds to 
read unshaded outlines. We should also learn to read without lines, but of 
course we shall ordinarily write on ruled paper. The following abbrevia- 
tions and short-cuts will prove of great value:— 

1. The omission of shading, except in proper names, when it interferes 
in any way with speed. 

2. The slighting of position, especially in words of considerable length. 
It is better, however, not to carry this too far, as it is a fact that position is 
a greater help to the reading of notes than shading. Words not written in 
their correct position, should usually be written on the line, as this is the 
easiest position. 

3. The past tense may be omitted from verbs when its omission saves a 
stroke, and when the correct tense can easily be ascertained from the context. 

4. When the word to cannot readily be attached to the following word, 
it may be omitted altogether, and indicated by dropping the word below the 
line. 

5. The words of the may be omitted and implied by writing the follow- 
ing word close to the preceding one. 

6. The prefixes con, com, etc., may be omitted and implied in the same 
manner as of the. If of the and con , com , etc . , follow each other , they may all 
be omitted, as in the phrase Your loss: of: the: contract is: to: be regretted. 

7. The affix ing may be omitted from many verbs, unless it is followed 
by an s, or a word which could be joined to it as a phrase. 

8. The brief w and the w hook may occasionally be omitted, the latter 
especially in words beginning with an s, such as squeal, sequel, etc. 

9. In phrasing, only part of the sign for /need be used, selecting the 
part which makes the better angle. 

10. The k stroke may be omitted before shun in long words, especially 
those of frequent occurrence, such as construction, instruction, etc. 

11. The 1 may be omitted from many adverbs, especially where it is some- 
what difficult to join. 

12. The n hook may occasionally be omitted medially, as in financial; 
and finally, as in statements . 

13. Punctuation marks may be omitted to a great extent, and their loca- 
tion indicated by leaving blank spaces. 

14. Many words which would be written in full when standing alone, 
may be abbreviated in phrasing. 

15. When writing rapidly any word of considerable length may be ab- 
breviated, the most convenient method being to drop off one or more of its 
last consonants. This principle should commend itself as a sound one, for 
the reason that the same thing is done when writing longhand rapidly. 

— 114 — 



16. Less attention need be paid to syllabication, especially when by dis- 
regarding it a shorter and more readily written outline is secured. 

17. A more extensive use of the doubling and halving principles, especi- 
ally the doubling of straight strokes, will be found conducive to speed. The 
beginner in shorthand must be careful not to make too extensive a use of 
these principles, but as he becomes better and better acquainted with his 
subject he can extend the use of them. 

18. The word it, and sometimes to, may be added to other words by 
halving, this method of abbreviation being especially useful in connection 
with word-signs. 

19. If desired, an occasional use of the mp stroke at the beginning of 
words may be made, but this use is not recommended by the author. 

20. The ng stroke may be curved downward after the n, in such words 
as awning, knowing, etc.; in such words as dancing, prancing, etc., it may 
curve downward to indicate a preceding n, but this use is not recommended. 

21. A more extensive use of the prefixes and affixes; such as ful, for, 
fore, etc., may be made. Affixes following a circle, as in the word successful, 
should accommodate themselves to the circle. 

22. The word he may be phrased in the same manner as the word the, 

23. The f or v hook may occasionally be used for of ox have in phrasing, 
but it is generally better to omit <?/ altogether. 

24. A more extensive use of the 1 hook for all and will, and the r hook 
for are and our will be found conducive to speed. 

25. The 20's, 30's, 40's, etc., may be indicated by adding a long upward 
stroke to the first figure, and the plural may be added to these and all other 
figures by the addition of a small circle. 

26. Phrases like do not and don't may usually be written in the same 
way. If it is desired to distinguish between them, the first stroke may be 
written full length in the former and halved in the latter. Phrases like 
would: not and wouldn't may be distinguished by separating the words in 
the former. 

27. The occasional use of the final mhook on p, b, t, d, ch, and j, as well as 
on the k and g, will be found advantageous. Such use, however, may often 
necessitate the dropping of affixes such as ing, but this will not render the 
words illegible. The use of the m hook, like the use of the n and other hooks, 
is regulated a good deal by what may be termed the " balance of motion." 
That is to say, it will sometimes be preferable to use the stroke even though 
the word ends with the sound of m or n. This is especially the case when a 
stroke begins with a hook or circle which would be on the same side as the 
m or n. Thus the word broom should be written with the stroke m, and 
the word bloom with the hook m. A word like sprain if written with an n 
stroke looks longer to the eye than if written with the hook, but it can be 
written just as quickly with the stroke and when finished the p will not be 
curved, as it is likely to be if the n hook is used. According to this same 
principle, it will be found easier to write words like present with the 2nd n, 
that is the one that curves downward; and such words as pleasant with the 
first n, the one that curves upward. The upward m may be sloped like the r. 
and thus, even though written light, distinguished from 1. 

— 115 — 



Examples of Abbreviations, ShorUCuts, Etc. 

1. Affidavit, administrator, Attorney General, as has-is-his, acceptance, 
apprehensive, and so on, as soon as possible, as near as, as near as possible, 
as large as, as much as, as good as, at your earliest convenience, brought 
forward, but this is— but themselves, by any means. 

2. By no means, collateral security, comprehend, call your attention, 
discrimination, domestic, do you know there is, did you have-ever, deliver- 
ance, director, distinguish, excelsior, efficient-iy, everlasting, exhibition. 

3. Expectation, easternmost, for it, from day to day, from time to 
time, for the first time, every time, 1st instant, First National Bank, for my 
part, happiness, hereinafter, hereinbefore, hereunto, headquarters. 

4. Hereon, here and there, in it, if it, if it is not, is it, in order to, 
inasmuch as, instituted, I may, is his-as— his is-has, I send you, I will send 
you, in all matters, in this connection, in the generalization of items, I can, 
I cannot. 

5. In the first place, inference, inhabitant, in the meantime, in writing, 
is there, I am afraid, I am confident, I am very sorry, jurisdiction, locality, 
later than, mortgagee, Manufacturing Co. 

6. Memorandum, memoranda, manufacture-r, mortgager, no sir, 
National Bank, no doubt, nonpayment, on it, on account, occurrence, onto, 
overtake, of all the, out of the question. 

7. Out of town, outfit, possibly, per annum, percentage, preparation, 
punctuality, please forward, personal attention, quicker than, renewal, 
reference, Railway Co., receipt of cash, recipient. 

8. Replying to your inquiry. Sir, self-control, substantial-ly, sometime — 
same time, Secretary of State, set forth, suggestion, Second National Bank, 
shorthand writer, shall be glad to know. 

9. To all, 30 days, 30 dollars, 20, 30, 40, 50, 60, 70, 80, 90, 90's. 

10. 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, 10's, ll's, 12's, etc., to become, 
testator. This is just what they themselves should do. They will not go. 
Thanksgiving. This will b,e. 

11. Undoubtedly, unquestionable-y, unreturnable, unreliable, who had- 
do. Wisconsin, Waukenphast, with reference, which is to be — which has to be, 
why, with all, was it, while, we may, we may not, was there-their, with regard. 

12. Yes, yes sir, yes sirs, ye, you will be sorry, your insurance. You 
should not put off till tomorrow what you can do today. You should take 
care of the pennies; the dollars also. 

13. Your loss of the contract is to be regretted. You are shipping good 
brick for the construction of the building. You should revise your financial 
statements. You may send the 30's at once. 

14. You were wrong that time. You were dancing tonight, were you 
not. You ought to be successful with your work. Your clerk is to blame 
for sending bad brooms. 

15. You should now practice reading and writing the business letters, 
etc., which follow, for in them are many examples of short-cuts. 

— 116 — 









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— 145» 



Correct Forms for Letters. 

Opinions vary greatly as to the exact arrangement of letters, but the 
following forms are the ones most commonly used. The student is advised 
to always make use of these unless his teacher or employer insists on differ- 
ent ones. It is especially recommended that stenographers yield to the 
wishes of their employers in this and other respects, for it must always be 
remembered that the employer is paying for the work, and therefore it should 
be done to suit him. 

St. Louis, Mo., Sept. 2, 19 

Mr. David Davis, 

Street Commissioner, 

San Francisco, Cali. 
Dear Sir: — 

In reply to your letter of the 10th instant, it pleases us to say that we 
can furnish you with all the material you desire for the construction of your 
building, even to the roofing, if necessary. In regard to papering the walls 
and ceiling, would say that it is our custom to sublet this part of the contract. 
Under separate cover, we are sending you plans and specifications, and 
trusting they will receive your prompt and favorable attention, we remain, 

Yours very truly, 

Centennial Construction Co. 

Denver, Colo., March 11, 19 

Messrs. Brantly, Barton & Co., 

Centralia, 111. 
Gentlemen: — In response to yours of the 11th, we quote you prices on 
our buggies, as follows: — 

No. 20 Common Sense Side Spring $65 00 

No. 30 Improved Victor End Spring 68 75 

No. 30 New York Livery 68 75 

No. 80 Victor Brewster 68 75 

Trusting to receive your orders, and thanking you for past favors, we are, 

Very truly yours, 

Gentry Buggy Co. 

J. M. Bender, Esq., 
Dear Sir: — 

I am in receipt of your kind letter of the 30th ultimo, and in 

response to the same beg leave to call your attention to the fact that the 

meeting takes place tonight, and that you will therefore be unable to attend. 

Regretting this untoward circumstance, and hoping it will not happen 

again, I am, Sincerely yours, 

James W. Maxwell. 

Mr. Walter Bent ley, 

Fort Wayne, Ind. 

My dear Sir, 

It becomes our duty to report that your boy, 
Charles, plays truant occasionally, and displays a very unruly spirit when 
corrected. It cannot be denied that he is rather a bad boy, and unless he 
reforms it will be necessary to expel him. 

Very respectfully yours, State University. 



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— 147- 



Additional Writing Exercises. 

The student will observe that in many of these exercises words coming 
under principles learned in previous lessons are introduced. Take care to 
write such words according to the rules given in the lesson to which they 
properly belong, and not according to those of the lesson in which they occur. 
This plan has been followed all through the book, the idea being to take up 
a new principle in each lesson and at the same time review all preceding ones. 

1. Page 25.— This is an additional exercise to the first regular lesson in 
the book. The study of shorthand should begin with this lesson, the pre- 
ceding pages being merely reference tables, etc. 

1. Gay, go, ache, oak, egg, ape, pay, jay, Joe, age, gauge, cope, cape, 

2. Cup, duck, tuck, buck, cake, coke, joke, check, Jake, keg, page, 

3. Peg, chub, dug, tug, code, jug, bug, beg, take, tuck, cage, 

4. Coach, poke, pope, chuck, budge, poach, bake, pup, bub, pug. 

2. Page 26. — Take care in this exercise to put all first-place vowels at 
the beginning of some stroke, and all second-place vowels in the center. 
Try to avoid your former mistakes. 

1. Paw, jaw, caw, chaw, eat, tea, key, eke, toy, boy, joy, odd, guide, pipe, 

2. Peep, tip, type, top, body, pity, kick, pick, buggy, Peggy, putty, chubby, 

3. Keep, copy, cheap, chip, chippy, dig, toddy, pig, piggy, pitch, pudgy. 

3. Page 28. — Keep the first-place vowels at the beginning, the second- 
place at the center, and the third-place at the end. Remember to put the 
light second-place vowels before the second stroke, when they come between 
strokes. 

1. Pa, pew, cue, due, chew, boo, pack, tack, Jack, bag, baggage, package, 

2. Dockage, back, aback, attack, caddy, cook, cooky, book, jag, gag, 

3. Gouge, dowdy, duty, beauty, tobacco, dug, buggy, pig, decoy, decay. 

4. Page 31. — Notice that in the Reading Exercise of this lesson some of 
the vowels are joined directly to the stroke, as in the words ice, ivy, etc. 
The long i and the oi may occasionally be joined in this manner at the 
beginning of strokes, and the ou and long u at the end. Study the rules 
regarding the use of the new strokes introduced in this lesson and the next, 
but do not try to memorize them. 

1. Fig, fib, fop, fog, foggy, defy, jiffy, coffee, fish, fishy, dish, bosh, 

2. Sheep, ship, sheepish, thigh, thy, vie, off, offish, saw, shoddy, thee, 

3. Thief, thieve, shock, busy, dizzy, teeth, tithe, pity, pith, pithy, 

4. Sea, see, fee, shy, eyes, ice, icy, sigh, ease, easy. 

5. Page 33. — Don't say that you can't tell the r from the ch. The ch is 
always made downward, and is written at a steep angle; the r is always made 
upward, slopes much more than the ch, and is somewhat longer. In \ 8 
of the lesson the instruction to turn the circle at the beginning of w from 
right to left, means that the pencil starts to the right from the point where 
it is placed on the paper. Turn to the Table of Appendages, and examine 
the w and y at the end of the second column. The circles are left open so 
as to show the exact manner in which they are turned. 

1. Poke, bale, tear (n), tear (v) , Dutch, like, luck, faith, leap, fear, fire, 

2. Hitch, pony, bonny, below, bellow, pillow, escape, mush, knave, 

3. Muddy, fife, namely, nip, heap, hop, nape, shoal, shell, shying, paying, 

4. Aiding, hoeing, head, vague, putty, naughty, denial, lily, decay, 

5. Raiding, roping, decoy, haughty, weighing, yoke, inking, rate, rightly. 

-148 — 



G. Page 35.— If any one should tell you that you could not distinguish 
the end of a stroke from the beginning of it, you would laugh at him. But 
if you are not very careful, you will make mistakes on that very score. 

1. Lodge, ledge, latch, like, alike, alight, allege, alleging, lock, lake, 

2. Lack, alack, alum, aloof, await, shipping, shaving, shoving, ashy, 

3. Shame, sham, assume, yawl, moping, mopping, Madge, mapping, 

4. Malady, jobbing, pile, pale, pool, pulley, doily, daily, duly, dump. 

7. Page 37. — Words like sigh should be written with a stroke s, and 
the plural formed by adding a final s circle; words like seize should begin 
with the circle s. 

1. Speak, spoke, stack, stock, stuck, stag, cause, case, gas, miss, muss, 

2. Mass, Mose, moss, hiss, haze, house, cheese, such, chase, choose, 

3. Lease, less, lass, fees, face, fuse, wise, ways, wooes, faces, pieces, 

4. Paces, passes, teases, dozes, induces, senses, seasoning, seasoner, 

5. Successes, exercises, exercised, devises, advises, recess, recesses. 

8. Page 39. — Leave out all the vowels, and take especial care to phrase 
only such words as have colons between them. Keep your eyes open. 

1. Think of: the right way at: the right time, and avoid going: the 

wrong way. 2. Follow the same business daily and think: the same way 

day by day, and you may soon only exist. 3. If the summer days seem to: 

■ be hot, and life is dull and slow, go to: the park for: some exercise. 4. A 

wise boy goes at his daily toil laughing and singing in his heart. 

9. Page 41. — Insert all vowels in the exercises on words. Remember 
that no vowels can be read before or after the circles and loops, 

1. Pieced, paste, abused, baste, gist, just, reason, escape, deepest, 

2. Biggest, stop, step, stoop, bestow, sting, most, boasts, bolsters, steer, 

3. Store, sunrise, yeast, discussed, surmised, days, daze, daisy, dizzy, 

4. Puss, pussy, fuss, fussy, fussed, vests, size, sizes. 

10. Page 43. —1. Anybody may save 'money; it: is wrong, though, to 
save money and ruin one's health. 2. How long must one study, and how 
long should one toil, each day? 3. You: should desire peace and joy on 
earth, and should: be: the first to seek such things. 4. It is folly to: think 
ill of any one you: love. Unless you do something for: the poor, you: will: 
be poor as long as you: live. 

11. Page 45. — 1. Wit, wet, wide, weep, wood, wade, wooed, wavy, 

2. Wifely, woke, awoke, wink, weight, weighty, witchery, quick, quake, 

3. Quack, quackery, twice, twig, twist, quota, swayed, swoop, switching. 

12. Page 47. — 1. What is: the best thing to: do when one is in: a fix? 

2. A boaster never waits to hear what anybody else may have to say. 

3. It is impossible to: do things well unless you have: the necessary tools. 

4. Tomorrow you may never see, so work well and live well today. 

13. Page 49. — 1. Try, tree, tear (n), tray, tear (v) , utter, upper, 

2. Outer, true, tour, pray, pear, pure, upper, extremity, freely, fearing, 

3. Destroying, disgracing, pressing, trusting, sisterly, jobber, dagger. 

14. Page 51— In \ 2 it is meant that the phrase he: will begins 
with a stroke which slopes exactly like the second half of the sign for I, only, 
of course, being made downward. 1. Dear Sister Cora:— It is possible that 
I may visit you one day next week, and: I hope you: will: have things fixed 
up and: ready for: me. Yours, Joe. 2. Dear Brother Joe: — It seems a long 
time since we: have seen: you, so long that to see you will: be like: a dream. 
All is in: readiness, and we: shall look for: you very soon. Cora. 

— 149 — 



Jl "Parting Word to Students. 

Presuming that you thoroughly understand the principles of shorthand, 
the next thing to do is to get some one to dictate to you slowly the sentences, 
business and friendly letters you have gone over in this book. If you are 
studying with someone who also understands the shorthand, you should 
dictate the engraved matter to each other, and before taking up another 
exercise you should compare your notes with the engraving to see if you 
have written correctly. If you are not quite sure that you understand the 
principles thoroughly, you should transcribe business letters, literary articles, 
etc., into shorthand, and have your work corrected by a competent teacher. 
Some of the articles in this book, like the one entitled Basis of Shorthand, 
will do for this purpose. Be careful when you first take dictation to use only 
familiar matter, something that you have practiced writing many times from 
sight, and are therefore acquainted with the correct outlines for the words. 
When you can do this well, new matter may be taken up, something not too 
difficult. 

Thinking in shorthand is a great help. Make mental pictures of every 
word you see; even as you go along the street, you can devise shorthand 
outlines for the words you see on signs, etc. Try to make mental pictures 
of words as they are spoken by some one talking rapidly. If you are silting 
down, and have no note book, make imaginary outlines on your knee, or 
even in the air. However it might be well not to carry this too far when 
among strangers. At public meetings, take your note book and try to follow 
the slow speakers, and when you can get what they say with ease, hunt up 
faster ones. 

The keynote of success in learning is to avoid repeating mistakes. Get 
a small memorandum book, and in it enter all corrections alphabetically. 
This will enable you to refer to them readily, and the very act itself of putting 
them down will impress them upon your memory. Keeping such a record 
also helps you to be methodical, and tends to lessen the number of mistakes. 

Try to avoid heated arguments about shorthand systems. If any one 
insists on extolling the merits of his particular way of writing, take up a book 
or a newspaper and read to him for. about five minutes at the rate of 150 
words per minute, and then ask him to read it back. This will generally 
cool him off, and all you will have to do will be to listen to his excuses about 
not being in practice, etc. As for yourself, don't go around boasting what 
you can do, unless you are willing and ready to stant a test. At the same 
time, do not be too timid about statingyour qualifications. Don't hide your 
light under a bushel. If you can do a thing state so quietly, if asked about 
it; if there is anything you can't do confess it, but state that you think you 
can learn it in a very little while if given a chance. You should, however, 
qualify yourself well before applying for a position of any kind. 

In closing, the author would impress upon you the following thoughts: 
Anything worth learning requires time and patient effort. You must d g for 
diamonds; cobblestones can be picked up anywhere. Systems of shorthand 
exploited as being "easy" are generally easy only in the beginning. _ Taken 
all the way througli^trie^n^rthand presented in this book is simplicity itself 
in comparison^No one lacking the intelligence and education necessary to 
learn this system can ever hope to succeed as a stenographer, no matter 
what system used. Good luck to you. 

— 150 — 



llWSl>f<go This ISTRE OR\G\NAL SOWQ, 50 widely IMh 
TATED. Middle vo\ CL, KEY OF C 
/rAr^®^©©^ G^@^2®§oThl LATEST AMD prettvest 
WALTZES, BRILLIANT BUT EASY. 
,ttaM>(^ ®^\\>& ^(EsITwDoThe QKANDEST PA- 

^ TR10TIG SONQ EVER WRITTEN. I<EY OF B FLAT 

l^^b°\)(a Lk>(2U^/o Written especially to tickle .ste- 
nographers, easy to S\NQ. key of d. 
m®\h^% &\g(&(h\<& g©wg?o A sweet home 

50NG,, WITH LULLABY CHORUS. KEYS OF D b B b ^A b 

C^teW\W Wc&Msa©© ° An exceedingly beautiful set 

OF WALTZES. TITLE-PAGE (M EXQUISITE COLORS 

?)abVbM 0\9®\S 1^(3 S@©>(f^\ n )o Spirited nautical song, 

UMTU 6 REEL I ANT WALTZ CHORUS. KEV OFT.- 



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THE ABOVE PIECES ARE GOTTEN OUT i.u FIRST-CLAS5 STVLE 
FOR PIANO AND FOR ORCHESTRA. ORCHESTRATIONS FOR THE 
WALTZES ARE \H TEN PARTS W I TH PIANO ACCOrv\PAN I INfvRNT.. 
TKE ORCHESTRATION im B b FOR/Vy MOTHERS CRADLE SOHC" 

IS A 5 PEC I ALONE OF \ H- PARTS WITH' PIANO A C C N\ PAN I WENT. 

PlAN/O COPIESAMD ORCHESTRATIONS 5"0/ EACH , POSTPAID. 

One-half off forcash with order, stamps taken, 
address, CHRISMAN PUB. CO., 

L. B. De^., Sx.Uouvs, TYYo. 



— 152 — 



AMOROSA WALTZES. 

{companion to papinita waltzes.) 

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— 1 53 — 



PAPINITA WALTZES. 




Qopyright by Clarence Chrtetnan. 



— 154- 



MY MOTHER'S CRADLE SONS 



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THE EMBLEM OF THE FREE. 



PATRIOTIC SONG.< 



Arr, by D.S,DeLISLE, 
Moderato, 



Words & Music by 
CLARENCE CERlSMAN. 




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1. O see that ban- ner float - ing there, its stars so bright and stripes so fair; It 

2. No North, no South, no East, no West, no one can say who loves it best; Each 

3. If o'er our homes these col - ors stream, or on the field of bat- tie gleam; In 



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the Em - blem of the Free that waves o'er land and sea. < No 

loy - al heart it thrills to see this Em - blem of the Free. Those 

peace or war our guide shall be this Em- blem of the Free. Let 



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- 156 — 



The Emblem of the Free, c on firmed. 



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fin - er flag in all this world was ev - er to the breeze un-furled, And 
stripes of red, that field of blue, those stars that spar-kle like the dew, Our 
all who love sweet Freedom's land be - neath this ban - ner firm - \y stand; And 




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con- quered it shall nev - er be, this flag of lib - er - ty. _ 
joy and pride shall ev - er be, this flag of lib - er - ty. _ 
con- quered it shall nev - er be, this flag of lib - er - ty. - 



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— 157 — 



IhH 24 1903 



